Fostering an action-research dynamic amongst student practitioners.

Francis, Helen and Cowan, John (2008) Fostering an action-research dynamic amongst student practitioners. Journal of European Industrial Training, 32 (5). pp. 336-346.

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Purpose – This paper seeks to explore changes taking place in a curriculum design for postgraduate
teaching in personnel and development, aimed at enhancing lifelong learning. A scheme is described
which aims to improve the alignment for professional development of students, in ways that facilitate
critically reflective practice.

Design/methodology/approach – The authors draw on their personal experiences as a
programme leader (Master’s in HRM) and an educational consultant to describe their strategy for
critically reflective continuous professional development (CPD). In doing so, their practice is related to
some of the theories underlying critical reflection, and the key challenges in seeking to engage student
practitioners in professional development of this kind are drawn out.

Findings – It is argued that achieving an alignment between the development and assessment of
student capabilities is vital to the development of critical reflection, and it is explained how the
strategy presented for CPD supports self-management of this process.

Practical implications – Although the paper is grounded in the authors’ particular experiences and
structure for student support, it is hoped that reflections on these can be of general value to those
interested in developing critically reflective practice amongst students which is both effective and
practical in the increasingly demanding world of higher education.

Originality/value – The self-managed process explored in the paper is framed by a social approach
to learning that places peer interaction at the forefront of the learning processes involved.

Keywords Continuing development, Critical thinking, Students

Item Type: Article
Electronic ISSN: 0309-0590
Uncontrolled Keywords: Continuing development; Critical thinking; Students;
University Divisions/Research Centres: The Business School > School of Accounting, Economics and Statistics
Dewey Decimal Subjects: 300 Social sciences > 370 Education
Library of Congress Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Item ID: 5616
Depositing User: Prof John Cowan
Date Deposited: 07 Sep 2012 13:01
Last Modified: 13 Jan 2014 15:55

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