A course design approach that encourages reflective practice habits

Article

Daff, Lyn, Tame, Cathy and Sands, John. 2024. "A course design approach that encourages reflective practice habits ." The International Journal of Management Education. 22 (2). https://doi.org/https://doi.org/10.1016/j.ijme.2024.100990
Article Title

A course design approach that encourages reflective practice habits

ERA Journal ID35687
Article CategoryArticle
AuthorsDaff, Lyn, Tame, Cathy and Sands, John
Journal TitleThe International Journal of Management Education
Journal Citation22 (2)
Article Number100990
Number of Pages18
Year2024
PublisherElsevier
Place of PublicationUnited Kingdom
ISSN1472-8117
2352-3565
Digital Object Identifier (DOI)https://doi.org/https://doi.org/10.1016/j.ijme.2024.100990
Web Address (URL)https://www.sciencedirect.com/science/article/pii/S1472811724000612
Abstract

Reflective practice is a valuable workplace skill for graduates, enhancing learning, improving performance and advancing professional development. Concerns that graduates often lack the competencies required for critical and deep reflection on their abilities and knowledge are seen in
diverse countries. There has been little growth in comprehending how students transition their application of reflection to the fostering of life-long habits of reflective practice. Additionally, the question of how to foster learning that carries through to the workplace needs further attention. This project addresses the challenge of studying students’ responses to reflective practice in different courses. It examines an approach to developing reflective practice skills and habits in a capstone accounting course. The research explains the process of fostering and assessing reflective practice and evaluates the effectiveness of the approach. The findings identify that students produced reflections with various elements that contribute to quality reflections. Incorporating self-identified goal-setting and review assisted in the development of habits of reflection. Students gained confidence in reflective practice and articulated their commitment to using reflective practice in the future. This research will interest educators across disciplines in their teaching and assessment of reflective practice.

KeywordsAccounting students; Course design; Habits; Professional skills; Reflection; Reflective practice
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020350102. Auditing and accountability
390103. Economics, business and management curriculum and pedagogy
Byline AffiliationsSchool of Business
Academic Affairs Administration
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