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Questioning is one of the most critical behaviors in management education and learning. In this paper we explore the antecedents, processes and outcomes of reflective questioning, as a key element of management learning and education. Reflective questioning involves raising tentative, nonrhetorical questions. By reviewing and synthesizing the literature, we develop a model of reflective questioning in the form of a causal loop diagram. This model implies that reflective questioning can be taught through particular forms of management education, but is also contingent on the psychological safety of the group setting, the individual need for cognition, and challenging tasks and experiences.

Reflective questioning is a critical activity in management learning and education. This article describes research on the nature of reflective questioning in groups of management students working on final MSc projects. Drawing on content analysis of recorded meetings, we identify the following key dimensions of reflective questioning: provocation, need for cognition, epistemology, locus of cognition, logic, heuristics, level of abstraction, and cognitive complexity. The data suggest that individual reflection by students and collective reflection in group meetings are highly complementary in management education. In particular, individual reflection by students combined with meetings that support and provoke collective reflection may create substantial synergies between individual and collective learning. We also discuss the implications of these findings for management education.

Resilient individuals are found to be able to cope with the challenges of life. They experience self-control and find the strength to adapt. Mindfulness is found to be associated with resilience. The aim of this study was to investigate whether the association between mindfulness and resilience was moderated by orientations of self-focus and well-being. The sample consisted of 381 Dutch and Flemish employees working in health care, education, and governmental organizations. Hierarchical regression analyses were used to test the hypotheses. More mindfulness was associated with more resilience. Furthermore, our findings indicated that rumination and well-being moderated the association between mindfulness and resilience (β = 0.13, p < .01 and β = −.125, p < .05). Contrary, reflection did not moderate the association between mindfulness and resilience (β = 0.06, p = .21). The results indicated that the association between mindfulness and resilience was strongest among highly ruminating and low well-being individuals. These findings suggest that especially high ruminators and individuals with low well-being might benefit from mindfulness. Therefore, they need to be encouraged to engage in mindfulness-based activities, as they are expected to build resiliency from these activities.