Reflective practice and work-based research: a description of micro- and macro-reflective cycles

Fergusson, Lee; Laan, Luke van der; Baker, Shayne

doi:10.1080/14623943.2019.1591945

Cited by 23 publications

(17 citation statements)

References 30 publications

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“…Reflexivity has been studied and conceptualized in different ways ( Pillow, 2003 ; Helyer, 2015 ; Matthews, 2017 ). Reflective practice comprises two related processes, namely reflection and reflexivity ( Fergusson et al, 2019 ). Self-awareness seems to be a key component of reflection ( Rennie, 1992 ).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

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Work as Meaningful and Menacing Phenomenon for South African Middle Managers During the COVID-19 Pandemic: The Role of Self-Transcendence in Cultivating Meaning and Wellbeing

Flotman

2021

Front. Psychol.

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Self-transcendence has become and remains an important research theme. Little is known about the role of self-transcendence in cultivating meaningful work and its impact on the wellbeing of middle managers in the face of adversity, such as the COVID-19 pandemic. The aim of this qualitative hermeneutic phenomenological study was to explore the impact of the COVID-19 pandemic on the meaning middle managers attach to their work by investigating the role of self-transcendence in cultivating meaning and wellbeing in a cohort of seven South African middle managers employed in cross-boundary service industry settings. Data were collected through unstructured narratives. Findings confirm that self-transcendence serves as a coping mechanism during adversity and that it facilitates the re-negotiation of meaning, resulting in three potential shifts: the shift from a blame orientation to a work orientation, the shift from reflection to reflexivity and the shift from self-consciousness to other-consciousness. The findings also highlight how self-transcendence enables the exploration of the adaptive benefits of anxiety. The findings contribute new insights into the construct of self-transcendence and extend research on existential positive psychology. It is suggested that organizations invest in reflexive practices as a tool to promote deep learning and connectivity by exploring dialectical processes through reflexive work.

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Section: Theoretical Perspectivesmentioning

confidence: 99%

“…It has been argued that reflective practice should result in agency ( Fergusson et al, 2019 , p. 12). Agency is conceptualized as the capacity of individuals to control the nature and quality of their lives ( Bandura, 2001 ).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Work as Meaningful and Menacing Phenomenon for South African Middle Managers During the COVID-19 Pandemic: The Role of Self-Transcendence in Cultivating Meaning and Wellbeing

Flotman

2021

Front. Psychol.

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“…Irrespective of the method, Cunliffe and Easterby-Smith (2017, p. 31) argue that “the key to effective experiential learning is an ability to reflect upon our actions”. As we will see in the following pedagogical descriptions, experience and reflection are common features of most work-oriented approaches for learning, a topic discussed elsewhere by these authors in relation to work-based research (Fergusson et al , 2019a).…”

Section: Pedagogical Termsmentioning

confidence: 98%

Work + learning: unpacking the agglomerated use of pedagogical terms

Fergusson

Laan

2021

JWAM

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PurposeThe association of work and learning has been well established for many years. However, some of the terms used to describe the various pedagogies related to work and learning have been used interchangeably, with many lacking definitional clarity and scope. These include work-related learning (WRL), work-based learning, workplace learning (WPL) and work-integrated learning (WIL). This agglomerating approach to usage has resulted in pedagogical confusion and what some theorists call a “problematization” for the field, resulting in undermining shared understanding and potential benefit. The purpose of this conceptual paper is an attempt to unpack the meaning and application of some of the key pedagogical terms used in the applied field of work + learning theory and practice.Design/methodology/approachConceptual modelling and qualitative descriptions of each pedagogy.FindingsMany of the work + learning pedagogies do overlap and cohere but attempts to create umbrella terms, which apply to all theories and approaches, are misguided; definitional clarity with the different modes of practice is required for sustainable educational outcomes.Originality/valueA proto-theoretical model, along with a breakdown of distinguishing features of each term as well as their source in the published literature, has been developed to improve clarity and aid the future praxis of educators.

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“…Features of the programme which align with, and in some cases extend, standard WBL pedagogies include the development and application of a unique student and faculty ethos aimed at learner transformation (Fergusson et al , 2019a), use of different levels of micro- and macro-reflective practice, particularly as they relate to mixed methods research (Fergusson et al , 2019b), an articulation of WRPs (Fergusson, 2019) and an analysis of advanced practice in relation to WBL (Fergusson et al , 2018). Many students within this programme are motivated by altruism, and thus the association of WBL with responses to WRPs informs a significant part of the research generated by this HDR programme.…”

Section: Work-based Learning and Researchmentioning

confidence: 99%

Work, resilience and sustainable futures

Fergusson

Laan

Shallies

et al. 2020

JWAM

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PurposeThis paper examines the relationship between work, resilience and sustainable futures for organisations and communities by considering the nature of work-related problems (WRPs) and the work-based research designed to investigate them. The authors explore the axis of work environment > work-related problem > resilience > sustainable futures as it might be impacted by work-based research.Design/methodology/approachThe paper introduces two current real-world examples, one in Australia and one in Asia, of work-based research projects associated with higher education aimed at promoting resilience and sustainability, and discusses the research problems, questions, designs, methods, resilience markers and sustainability markers used by these projects.FindingsWork-based research, when conducted rigorously using mixed methods, may contribute to increased resilience of organisations and communities and thereby seeks to promote more sustainable organisational and social futures.Practical implicationsWork-based research conducted in higher education seeks to investigate, address and solve WRP, even when such problems occur in unstable, changing, complex and messy environments.Social implicationsResilience and sustainable futures are ambiguous and disputed terms, but if work-based research can be brought to bear on them, organisations and communities might better adapt and recover from challenging situations, thus reducing their susceptibility to shock and adversity.Originality/valueWhile resilience and sustainability are commonly referred to in the research literature, their association to work, and specifically problems associated with work, have yet to be examined. This paper goes some of the way to addressing this need.

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Reflective practice and work-based research: a description of micro- and macro-reflective cycles

Cited by 23 publications

References 30 publications

Work as Meaningful and Menacing Phenomenon for South African Middle Managers During the COVID-19 Pandemic: The Role of Self-Transcendence in Cultivating Meaning and Wellbeing

Work as Meaningful and Menacing Phenomenon for South African Middle Managers During the COVID-19 Pandemic: The Role of Self-Transcendence in Cultivating Meaning and Wellbeing

Work + learning: unpacking the agglomerated use of pedagogical terms

Work, resilience and sustainable futures

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