Conflicting values in reflection on professional practice

Abstract

Purpose – The purpose of this paper is to examine the use of reflection as a tool of enquiry within the context of higher education work-based learning. The aim of the study is to investigate how reflection on professional practice brings about a review of the values underpinning that practice. Design/methodology/approach – The data were collected from a group of undergraduate students undertaking their studies by work-based learning in the area of management in a Scottish University. An open-ended questionnaire was designed to learn about the participants’ views on their perceived freedom to reflect on their workplace practice in the university, their ability to challenge the organizational values and established practices in the workplace, and on their relationship with the workplace mentor. Findings – Students on work-based learning programmes are subjected to demands from at least three directions: first, their own expectations, in terms of both what they want to achieve by way of their own development, second, the needs of their organization; and third, expectations of the university in ensuring that the work produced meets the standard for an academic award. These interests can sometimes coincide, but they can also conflict, and such a conflict can reveal tensions that run deeper into the culture of the organization. Research limitations/implications – This study is based on a relatively small sample of learners in one university, hence the findings are of preliminary nature. Despite the small sample size, the conclusions are indicative of a potential problem in the design of work-based learning, and a larger cross-institutional study would allow the validity of these results to be verified. Practical implications – The findings emerging from this study have implications for the facilitators of work-based learning in higher education. Although university work-based learning programmes differ significantly from corporate learning and development efforts, this paper suggests that work-based learning providers should co-operate more closely with the learners’ employing organizations towards creating an environment for learning at work. More co-operation between the university and the employer might be more beneficial for all stakeholders. Originality/value – The literature on work-based learning focuses in the main on the use of reflection as a tool of enquiry into workplace practice. Drawing on the study of contemporary work organizations, this paper explores the tensions arising from reflection on the learners’ practice, and possible conflict of values that reflection exposes.

The Role of Work Experience in the Future Employability of Higher Education Graduates

“…It is not just the possession of knowledge or skills that define a graduate and the contribution she (or he) makes to the workplace, it is the capacity to articulate them, to think about how they relate to other forms of knowledge and skills, and to reflect upon the different domains in which they may be applied. Being reflective requires a thinking process that understands strengths and weaknesses and seeks means for their enhancement (Wilson, , p. 39).Reflection is long established in work‐based learning practice, as a tool of enquiry; with research confirming that reflection on work‐based learning causes practitioners to review the values underpinning their practice (Siebert and Costley, ). Work experience allows students and graduates to reflect on and put into practice what they have learned from formal study and furthermore to develop transferable, employability skills, within a real workplace; placing students and graduates with appropriate businesses as interns is one way of facilitating this crucial experience and consequently experiential learning.…”

Las prácticas externas desde la perspectiva de las entidades colaboradoras

“…Variables económicas. Estos factores están relacionados con la percepción del incremento de la productividad de la entidad (Basit et al 2015;Daley et al 2016) y el ahorro, tanto en términos de formación de los empleados (García Delgado, 2002;Guinart, 2005;Healy et al, 2014;Marzo et al 2008) como obtener recursos humanos gratuitos o a muy bajo coste por algún tiempo (Elijido-Ten & Kloot, 2015;Ferrández-Berrueco, et al, 2016a;Siebert & Costley, 2013).…”

“…Por otra parte, encontramos otros factores relacionados con la reflexión profesional en cuanto que la colaboración permite una mejor aceptación de los cambios y obliga al entendimiento mutuo (White, 2012), haciendo que la empresa se aleje de lo tradicional (Whittington & Ferrández, 2007;Ions & Minton 2012). En resumen, la colaboración transforma a las empresas en organizaciones de aprendizaje (Bolívar, 2007;Ions & Minton, 2012), un concepto que ya introdujo Peter Senge (1992) en el ámbito empresarial y que con posterioridad se ha incorporado al contexto educativo Finalmente, dentro de este apartado hemos incluido los factores relacionados con la evaluación, puesto que la colaboración proporciona a la empresa un referente para evaluar su eficiencia (Hegarty et al 2011) y al mismo tiempo es una forma de evaluar el desempeño de los empleados (Siebert & Costley, 2013) promoviendo así una mejor cualificación de los empleados actuales y futuros (Felce et al 2016).…”

The unexpected benefits of reflection: a case study in university-business collaboration

“…Lester and Costley (2010) also discuss the self-disciplining nature of a company focussed learning agenda that restricts the potential for critical reflection. Siebert and Costley (2013) discuss how an uncritical approach to organisational norms and values can lead to "game playing" by employees and managers, which inhibits learning. In an earlier case study concerning Halifax Bank, White (2012) describes how organisationally constrained learning can limit opportunities for critical reflection and innovation.…”