Effects of Supervised Reflective Practices on Teaching Quality and Student Satisfaction in Aviation Education Context

Abstract

The higher education sector is under tremendous pressure in this era of automation and online learning. Consequently, major innovations in teaching and learning practices are required for the survival of universities. This paper explores the possibilities and benefits of supervised reflective learning for an academic to improve teaching quality and student satisfaction. In view of identifying a suitable leadership style for the supervision, this study discusses few theoretical concepts of leadership styles in higher education context while analysing the effects of leadership guidance on reflective learning of an academic and its outcomes. To this end, focused interviews of academic leaders, series of reflective exercises and a student survey were done choosing aerospace engineering discipline at a university. The results indicate that the reflective exercises under leadership supervision enhance teaching and learning quality of an academic, and they can also assist in improving student satisfaction.