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Developing Students' Skills in Reflective Practice

Design and Assessment

University of Waikato

Eva Collins

University of Waikato

Glyndwr Jones

University of Waikato

This article examines learning journals as a method for developing self-awareness within a business education context, exploring "how can effective design and assessment of reflective journals assist the development of students' self-knowledge?" The authors describe three different approaches to learning journals, with each case study outlining the purpose of the course and the learning journal within it, the design and assessment of the journal, and an evaluation of this experience. The authors' aim is to illustrate how journals can be implemented in management education. Although each case study is distinct, three interconnecting themes also emerge that underlie why this approach to learning is important: finding the subjective voice that enables students to access their inner learning; accepting that learning is mutually constructed within a cocreative space rather than something "done to the student"; and that a more reflective self-awareness engages a higher sense of personal purpose. These significant outcomes illustrate the success of this learning approach.

Key Words: assessment • design • learning journals • management • reflection

This version was published on February 1, 2009

Journal of Management Education, Vol. 33, No. 1, 37-58 (2009)
DOI: 10.1177/1052562907307640


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