Taking a Risk to Develop Reflective Skills in Business Practitioners

Autor/inn/en	Mackay, Margaret; Tymon, Alex
Titel	Taking a Risk to Develop Reflective Skills in Business Practitioners
Quelle	In: Journal of Education and Work, 29 (2016) 3, S.332-351 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2014.939160
Schlagwörter	Reflection; Skill Development; Risk; Critical Thinking; Business Administration Education; Foreign Countries; Graduate Students; College Instruction; Longitudinal Studies; Personnel Management; Experiential Learning; Student Centered Learning; Scaffolding (Teaching Technique); College Faculty; Phenomenology; Instructional Effectiveness; Student Attitudes; Teacher Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Risiko; Kritisches Denken; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschullehre; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Personalmanagement; Experiental learning; Erfahrungsorientiertes Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fakultät; Phenomenological psychology; Phänomenologie; Psychologie; Unterrichtserfolg; Schülerverhalten; Lehrerverhalten; Großbritannien
Abstract	Critical reflection can support alternative decision-making in business practice. This paper examines the effectiveness of a risk-based pedagogy to engage practitioners in reflective thinking. Educators adopting a radical pedagogy in professionally accredited programmes face multiple challenges: learners often resist the process of self-reflection and stakeholders expect instrumental outcomes. A longitudinal study of human resource practitioners uses an interpretivist methodology to examine reflection through student-led learning and experiential activity. Findings show that a pedagogical method that overturns learner expectations stimulates dynamic discussion and reflection on experience. Implications are that effective risk-based teaching relies on establishing two conditions: (1) a scaffold structure which supports learner improvisation and (2) a lecturer willingness to continually orchestrate chance elements to maximise learning. This study contributes a practice-based understanding of the theoretical development of risk pedagogy, and adds new insights on the process of facilitating reflective skills to enable business practitioners to confront unpredictable work situations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01