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Article
Publication date: 2 February 2015

Erika C. Piazzoli

The purpose of this paper is to reflect on reflective practice as a qualitative methodology, and reflection-in-action as a modus operandi to engage with the artistry of…

Abstract

Purpose

The purpose of this paper is to reflect on reflective practice as a qualitative methodology, and reflection-in-action as a modus operandi to engage with the artistry of cross-language qualitative research.

Design/methodology/approach

The author draws on the doctoral research, a cross-language multiple case study aimed at investigating the author’s evolving understanding, as a reflective practitioner, of drama-based pedagogy for teaching Italian as a second language.

Findings

A reflective analysis of the author’s tacit decision making during drama improvisation unveiled a clash between covert beliefs and overt attitudes in the author’s practice. In this paper, the author examine this process and highlight the value of translingual writing (writing in two languages) as a method of enquiry that allowed me to become aware of this clash.

Research limitations/implications

A limitation of this research is that the nature of this clash of beliefs is confined to the idiosyncrasy of one practitioner. However, the methodological implications are relevant to cross-language qualitative researchers fluent in two (or more) languages. Frequently, translingual researchers focus all writing efforts in one language only, because of the absence of methodological guidelines bridging cross-language research, reflective practice and translingual studies.

Practical implications

Strategies to investigate awareness of tacit beliefs in educational practice may help other second language/drama reflective practitioners to better understand their knowing in-action.

Originality/value

This paper represents a first step in disseminating knowledge about translingual writing as method, and is of value to all those translingual researchers who are interested in reflective methodologies.

Details

Qualitative Research Journal, vol. 15 no. 1
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 19 July 2022

Aslı Uzunkaya and Nurbin Paker Kahvecioğlu

This study is based on a research approach proposal aiming to reveal tacit knowledge that shapes architectural design processes through subjective accumulations and tools. With…

Abstract

Purpose

This study is based on a research approach proposal aiming to reveal tacit knowledge that shapes architectural design processes through subjective accumulations and tools. With the premise that design embodies tacit and personal knowledge, it proposes an alternative way to decipher this subjective medium.

Design/methodology/approach

The proposed research approach, “(architectural) design research through reflection”, basically belongs to “research by design” method and narrowed in the focus of reflection. It enables to study how tacit knowledge functions within processes of architectural design without being its very subject. The proposal and the product of the approach, revealing diagram, are developed through the “architect's” tools and the involvement of the “researchers” in the process. It is also supported by a conceptual basis created from literature on reflection.

Findings

By means of the proposal, the reflective accumulation of the subjects, that is, the tacit knowledge, is investigated in relation to practice. The revealing diagram is presented as a tool through which relations can be interpreted within the framework of subjects. It is a tool by which the subjects, tools and processes of the architectural design product can be analysed.

Originality/value

The study contributes to architectural research by shifting the perspective on reflective knowledge that shapes design processes.

Details

Open House International, vol. 47 no. 4
Type: Research Article
ISSN: 0168-2601

Keywords

Article
Publication date: 25 January 2008

Derek H.T. Walker, Svetlana Cicmil, Janice Thomas, Frank Anbari and Christophe Bredillet

The purpose of this paper is to provide of a review of the theory and models underlying project management (PM) research degrees that encourage reflective learning.

1688

Abstract

Purpose

The purpose of this paper is to provide of a review of the theory and models underlying project management (PM) research degrees that encourage reflective learning.

Design/methodology/approach

Review of the literature and reflection on the practice of being actively involved in conducting and supervising academic research and disseminating academic output. The paper argues the case for the potential usefulness of reflective academic research to PM practitioners. It also highlights theoretical drivers of and barriers to reflective academic research by PM practitioners.

Findings

A reflective learning approach to research can drive practical results though it requires a great deal of commitment and support by both academic and industry partners.

Practical implications

This paper suggests how PM practitioners can engage in academic research that has practical outcomes and how to be more effective at disseminating these research outcomes.

Originality/value

Advanced academic degrees, in particular those completed by PM practitioners, can validate a valuable source of innovative ideas and approaches that should be more quickly absorbed into the PM profession's sources of knowledge. The value of this paper is to critically review and facilitate a reduced adaptation time for implementation of useful reflective academic research to industry.

Details

International Journal of Managing Projects in Business, vol. 1 no. 1
Type: Research Article
ISSN: 1753-8378

Keywords

Article
Publication date: 8 February 2013

Marguerite C. Sendall and Michelle L. Domocol

The purpose of this research is to understand reflective journalling in a first year Public Health practice unit.

1725

Abstract

Purpose

The purpose of this research is to understand reflective journalling in a first year Public Health practice unit.

Design/methodology/approach

This research uses pure phenomenography to interpret students’ descriptions of reflective journalling. Data were collected from 32 students enrolled in PUB215 Public Health Practice in the School of Public Health, Queensland University of Technology. Participants completed a brief open‐ended questionnaire to evaluate the first assessment item in this unit, a reflective journal. Questionnaire responses were analysed through Dahlgren and Fallsberg's seven phases of data analysis.

Findings

The reflective journal required students to reflect on lecture content from five of seven guest speakers. Participants’ responses were categorised into four conceptions: engagement in learning, depth of knowledge, understanding the process and doing the task. Participants describe reflective journalling as a conduit to think critically about the content of the guest speakers’ presentations. Other participants think journalling is a vehicle to think deeply about their potential career pathways. Some define journalling as a pragmatic operation where practical issues are difficult to navigate. The reflective journal successfully: engaged students’ learning, increased students’ depth of knowledge and deepened students’ understanding of the journalling process.

Originality/value

This research gives an insight into how first year public health students understand reflective journalling, supports educators in reflective journalling assessments and confirms a reflective journal assessment can move student reflection towards higher order thinking about practice.

Details

Education + Training, vol. 55 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 12 April 2011

Chris Baumann, Greg Elliott and Hamin Hamin

Customer loyalty is a focal concern for marketers who seek to identify its antecedents and causal structure with the aim of better understanding, predicting and managing loyalty…

6170

Abstract

Purpose

Customer loyalty is a focal concern for marketers who seek to identify its antecedents and causal structure with the aim of better understanding, predicting and managing loyalty. The purpose of this paper is to model both current behaviour (measured as share of wallet) and future intentions as measures of customer loyalty, to quantify the link between current and future behaviour.

Design/methodology/approach

A hybrid model, combining reflective and formative constructs, was developed, moving away from the traditional “reflective only” approach to explain customer loyalty. New predictors such as variety seeking, “resistance to change” and risk taking behaviour were tested to explain loyalty.

Findings

While “risk” is traditionally viewed as a key variable in financial services, this study finds that variety seeking and “resistance to change” predicted current behaviour and future behavioural intentions better than risk. Higher explanatory power and better model fit was found for a hybrid model combining formative and reflective constructs; in contrast to the more common fully reflective approach.

Research limitations/implications

This study adds to the emerging debate on whether concepts such as loyalty should be treated as reflective and/or formative. The implications from this study suggest that future research can usefully model current behaviour as formative and future intentions as reflective. Future research should test the extent that these findings apply across products and services beyond banking.

Originality/value

This study establishes that variety seeking and “resistance to change” can usefully explain and predict loyalty. The examination of “formative” and “reflective” concepts in explaining loyalty is also novel.

Details

International Journal of Bank Marketing, vol. 29 no. 3
Type: Research Article
ISSN: 0265-2323

Keywords

Article
Publication date: 6 May 2014

Ortrun Zuber-Skerritt and Eva Cendon

The aim of this paper is to present an interview and postscript that examine the specific meaning, rationale, conceptual framework, assessment and teaching of critical reflection…

Abstract

Purpose

The aim of this paper is to present an interview and postscript that examine the specific meaning, rationale, conceptual framework, assessment and teaching of critical reflection in and on professional development in management and higher education from an action research perspective.

Design/methodology/approach

This article is presented in the new genre of PIP (Zuber-Skerritt, 2009): Preamble – Interview – Postscript. The Preamble (P) sets out the background, purpose, structure and conduct of the interview (I), which addresses six probing questions and is followed by a Postscript (P) that reveals additional comments and reflections on the interview, and identifies learning outcomes and implications.

Findings

Reflective practice is essential for a deep approach to learning, research and professional development and it is a driving force to enable learners to be adequately equipped for constant and complex change in today's and tomorrow's turbulent world.

Research limitations/implications

The article is positioned to inspire further R&D in the current debate on urgently needed radical and rapid change in higher education for the twenty-first century.

Practical implications

As well as the article's practical suggestions about why and how to develop reflective learning/practice, the PIP conceptual model applied in this article offers a useful practical approach for researchers to explore self-ethnography through interviews.

Originality/value

Two conceptual models illustrate the essence of this article, providing practical help to academics and other professionals to advance reflective practice in research and learning.

Book part
Publication date: 24 June 2013

Sephora Boucenna and Evelyne Charlier

The idea of reflective practice, a concept that is currently in vogue in educational circles, is taken up in this chapter. Having to do with training and research practices in the…

Abstract

The idea of reflective practice, a concept that is currently in vogue in educational circles, is taken up in this chapter. Having to do with training and research practices in the French community in Belgium, this chapter revolves around two major themes: an overview of training as approached in French-speaking Belgium and a summary of teaching and research issues addressed by researchers in this particular part of Europe. In the final analysis, important matters having to do with socialization and intelligibility and their relationship to reflective practice are probed. These considerations are of major significance to educators worldwide.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

Article
Publication date: 26 June 2019

Aya Ono and Reina Ichii

This paper provides an analysis of the experiences of undergraduate business students undertaking reflective writing as a series of incremental assessments. Using Moon’s map of…

1641

Abstract

Purpose

This paper provides an analysis of the experiences of undergraduate business students undertaking reflective writing as a series of incremental assessments. Using Moon’s map of learning (1999) as an analytical framework, it explores the value of reflective writing to students studying Asian culture in the business context during the first semester of 2017.

Design/methodology/approach

With 200 enrolments, the authors taught a core business course, Asian culture in the business context, in the first semester in 2017. The value of the assessments is analysed based on two data sources: written course feedback via a course survey and a combination of semi-structured interviews and focus groups. The written course feedback was collected by the university during the semester. Approximately, one-third of the students (n = 63) participated in the survey. The other data were collected through semi-structured interviews and focus groups for nine students. Ethical approval for the collection of data was obtained from the university ethics committee.

Findings

The study confirms that reflective writing enables students to make meaning of their learning and transfer it to the cultural context of business practice. In addition, the assessments help the students develop logical thinking and academic writing skills. To increase the use of reflective assignments in business programmes, further research and teaching practice is required.

Research limitations/implications

A limitation of this research was the relatively small sample size. Even though written survey feedback (n = 63) was used to complement the number of interviewees (n = 9), the findings of the data analysis may not represent the experiences of all students in the course. However, the data are valuable to bridge a gap between the existing research and teaching practice on the use of reflective writing in other disciplines and business education.

Practical implications

Although the transfer of academic knowledge to business practice is a core capability of the business programmes, business students may not obtain this during their study in the programme. Several students mentioned a lack of opportunity to apply reflective writing skills to other courses in their business degree, except one core course using a reflective essay as an assessment. This implies that the majority of the students in the degree are not exposed to situations that require them to critically evaluate, consolidate and consider what has been taught in relation to future practice.

Social implications

Further research and practice will increase the popularity of reflective writing assessments in business programmes. As Hedberg suggests, reflective practice should be integrated into all classrooms in business education. Together with analysis and action, reflection should be a core capability for managers (Hedberg 2009). In addition, the business faculty needs to work in a reflective manner that encourages students to be familiar with the reflective practice.

Originality/value

This paper analyses the pedagogical aspects of reflection based on the experience of undergraduate business students undertaking reflective writing assessments.

Details

Journal of International Education in Business, vol. 12 no. 2
Type: Research Article
ISSN: 2046-469X

Keywords

Book part
Publication date: 22 August 2015

Bianca Roters

Educational research and many aspects of the educational system in Germany are facing a challenge. With Germany’s participation in large-scale assessment studies such as PISA, the…

Abstract

Educational research and many aspects of the educational system in Germany are facing a challenge. With Germany’s participation in large-scale assessment studies such as PISA, the German educational discourse is increasingly incorporating international developments in terms of educational standards, accountability, and students’ performance testing. At the same time, the long-standing history of German Didaktik has influenced and shaped teacher education programs in Germany for decades. Research conducted at a German university shows how these two concurrent developments can be fused – without neglecting their distinct differences. A crucial aspect revealed in this work shows that preservice teachers are prepared for their future profession in a rather output- and standard-based educational system in inquiry-based classes. In these classes, their research-based reflective thinking, didactic expertise, and their leadership skills in the sense of didactic ownership are strengthened.

Details

International Teacher Education: Promising Pedagogies (Part B)
Type: Book
ISBN: 978-1-78441-669-0

Keywords

Book part
Publication date: 1 July 2013

David Coghlan

Within the developing exploration of the role of the scholar-practitioner, the situation in which scholar-practitioners engage in the scholarship of practice in their own…

Abstract

Within the developing exploration of the role of the scholar-practitioner, the situation in which scholar-practitioners engage in the scholarship of practice in their own organizational systems has not received much attention. This chapter adopts the position that scholar-practitioners are not merely practitioners who do research but rather that they integrate scholarship in their practice and generate actionable knowledge, that is, knowledge that is robust for scholars and actionable for practitioners. This chapter explores the phenomenon of scholar-practitioners engaging in the scholarship of practice in their own organizational systems as inside change agents. It discusses how scholar-practitioners engage in inquiry-in-action in first-, second-, and third-person modes of inquiry and practice in the present tense and provides a methodology and methods for such engagement that it be rigorous, reflective, and relevant.

Details

Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78190-891-4

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