Learning from experience: reflective practices amongst higher education professionals

Abstract

The practice of reflecting on work-based experiences has received an increasing amount of attention from management and leadership writers in recent years. Yet, few empirical studies have been conducted into the use of reflective methods in the workplace. In response, this study explores the reflective practices of nine managers working in the higher education sector. Three broad methods of practice are identified. Whilst characterised by a number of shared features, significant variations were also evident in the way individual practitioners employed each method. These variations and the initial choice of reflective method can be explained as a response to the circumstances practitioners operated in, along with their personal preferences – the latter an outcome of a process of experimentation. Indeed, each method profiled was subject to continued evolution, as reflective practices were themselves reflected upon. Although time had been invested in the development of these practices, all were positive about the benefits and certain that reflective practice constituted a highly effective use of time. Whilst these findings help underpin the value of reflecting on work-based experiences, it is hoped that they also offer an insight into the means by which such practices may be pursued by others.

Keywords:

• work-based experience
• higher education
• reflective practice
• evolution of practice

Acknowledgements

I would like to thank the nine practitioners who very kindly agreed to be interviewed for this study as well as Claire Bradshaw and colleagues at the Forum for Access and Continuing Education for helping in the identification of volunteer interviewees.