Enhancing learning at doctoral level through the use of reflection?

Abstract

. She has researched and published in the fields of evaluation, assessment and learning and has a diverse range of teaching and learning experience as a secondary teacher, university lecturer, senior policy officer and education consultant.Ingrid Lunt is a Professor of Educational Studies at the University of Oxford. Before that she was Professor of Educational Psychology and Dean of Research Degrees at the Institute of Education, University of London. She has researched and published in the field of professional doctorates and higher professional learning. She is a Past President of the British Psychological Society and has worked extensively with professional organisations both in the UK and in other countries on systems of continuing professional development which acknowledge the importance of systematic reflection on professional practice. AbstractThe EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency often achieved through the use of reflection for the integration of academic and professional knowledge. This paper explores doctoral students' perspectives on the nature and value of reflective statements in terms of a product of learning and a process of reflection. The analysis of EdD students' responses from one university in the UK reveals a connection between the process of reflection and the 2 development of professional knowledge and contribution to practice; major goals of professional doctorate programmes. This small-scale study has highlighted implications for the role of reflection in EdD programmes for the development of critical, professional agency. At the metacognitive level of the EdD student clarity is lacking about the process of reflection -the nature, scope, object, purpose, value and development -which raises the very important question of 'what counts as adequate reflection and on what grounds'. This study has identified the need to build capacity first, in the reflective practice of EdD students, second, in the pedagogic demands of the tutors and supervisors and third, the assessment demands required of examiners.

Doing a doctorate in business administration: The case for critical reflexivity

“…Over a decade ago now, Raelin (2002; and Van de Ven (2007) maintained that scholarship and 'real life' practice were separated by thinking underpinned by Cartesian logic which should be challenged. This paper argues that scholarly contributions to both theory building and practice development are an essential component of many professional doctorate programmes in the field of management education (Klenowski and Lunt 2008). Taking as its focus the Doctor in Business Administration (hereafter DBA) programme at a higher education institution in the UK (hereafter given the pseudonym SWAN), it is argued that critical reflexivity is key to deepening our understanding of how theory informs practice and practice informs theory.…”

“…The paper does not seek to articulate how critical reflexivity should be incorporated into or taught on DBA programmes. That undertaking has strong precedents in the work of others (Cunliffe 2004;Klenowski and Lunt 2008). Here the focus is upon the value of critical reflexivity in illuminating a 'scholarship of practice' (Ramsey 2014), specifically in relation to systematic analysis of the DBA student experience and the DBA programme team input.…”

Reflective Practice and Its Implications for Pharmacy Education

“…Reflective portfolios are seen as a useful tool for initiating triggers for reflection and feedback, and linking academic knowledge with clinical practice. 72,84 Learning portfolios make students more aware of their own learning and better able to support their peers' learning. 73(p283) Portfolios have been a useful mechanism in general practice vocational training by bridging knowledge and experience in hospital and general practice, while exploring emotive concerns from the clinical environment.…”

Enhancing professionalism through a professional practice portfolio

“…Much of the extensive literature about portfolios is advocacy for the approach or explanations of how to undertake portfolio assessment (Johnston, 2004;Meeus, Van Petegem, & Engels, 2009). There have been calls for systematic longitudinal research into the relationship of course and portfolio design (Pleasants, Johnson, & Trent, 1998) and the impact of portfolio assessment on professional learning (Klenowski, Askew, & Carnell, 2006;Smith & Tillema, 2003), especially the nature and quality of reflection involved (Klenowski & Lunt, 2008;Zeichner & Wray, 2001). This four-year action research project investigating a professional practice portfolio for high stakes assessment attempted to address these issues.…”