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

ABSTRACT

The role and importance of reflective practice have been thoroughly documented and its benefits are well established. When coupled with research in a higher education context, a similar importance for reflection can be extended to professional development, leadership, and work-based learning. However, the relation of reflective practice to work-based research, specifically when defined as an element of methodology in higher degree research awards, has yet to be fully examined. In this paper, we explore the basic principles of reflective practice as they relate to work-based learning and highlight the interfaces or ‘bridges’ between reflective cycles, showing their centrality to work-based research. As an example of how these principles might be applied, we also introduce the role of each micro- and macro-reflective cycle in the Professional Studies program at University of Southern Queensland, a relatively new academic approach which utilises both work-based learning and work-based research.

KEYWORDS:

• Professional studies
• reflective practice
• work-based learning
• work-based research
• mixed methods

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Lee Fergusson

Dr. Lee Fergusson is the Yudhishthira Professor of Vedic Science, Education and the Environment at Maharishi Vedic Research Institute  and Academic Adviser at the University of Southern Queensland in Australia. He is the author and editor of 12 books, including Maharishi Vedic University in Cambodia: Educational Reconstruction and Social Renewal, Red Mud Futures: Repurposing One of the World’s Largest Industrial Waste By-products, and What a Waste: Studies in Anthropogenic Sources of Pollution. His research papers on Vedic Science, education, sustainability and the environment have been published in many peer-reviewed international journals, including Asian Journal of Chemistry, History of Education, Journal of Environmental and Analytical Toxicology, Journal of Environmental Quality, and Perceptual and Motor Skills.

Luke van der Laan

Dr. Luke van der Laan is the Director of Professional Studies at the University of Southern Queensland, Australia and member of the Australian Centre for Sustainable Business Development (ACSBD), Higher Education Research & Development Society of Australasia (HERDSA), World Futures Studies Federation and Association of Professional Futurists. Luke holds an Honorary Professorship at the Far Eastern Institute for International Relations. His PhD (Leadership, Foresight and Strategic Thinking) has been published as “Foresight and Strategy in the Asia Pacific Region” by Springer. His further publishing interests include the areas of postgraduate higher education, professional studies, leadership, strategy, innovation, health and futures. He has a special interest in community capacity building in regional and remote Australia. In addition to ongoing international research collaboration, he has presented seminars and keynote addresses throughout the Asia Pacific and Africa regions.

Shayne Baker

Shayne Baker is an academic advisor to masters and doctoral students in work-based learning at Middlesex University, England and the University of Southern Queensland, Australia. His main teaching and learning experience is with vocational education and training where he has applied the work-based learning pedagogy through a holistic, blended learning philosophy. He holds degrees in Education, Business and Training & Assessment.