Griggs, V, Holden, RJ, Lawless, A and Rae, J (2016) From reflective learning to reflective practice: assessing transfer. Studies in Higher Education, 43 (7). pp. 1172-1183. ISSN 0307-5079

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Abstract

A key attribute of reflective practice is its capacity for on-going purposeful learning in relation to changing and demanding professional work. The teaching of reflective learning techniques in management education is intended to promote deep-level learning and the application of critical thinking to oneself, personal experience and the work environment. However, we lack empirical evidence that the teaching of reflective learning leads to enhanced reflective practice in professional work. This study provides an examination of reflection in work post formal education. It reports on interviews with 18 Human Resource professionals. Reflection does not get ‘left behind’ on completion of formal teaching but there is not an even or simple process of transfer to a work context. Likewise, there was not a slavish adherence to reflective techniques but rather some evidence that students were able to translate their learning into something meaningful for their practice. © 2016 Society for Research into Higher Education

Item Type:	Article
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 14th October 2016 available online: http://www.tandfonline.com/10.1080/03075079.2016.1232382
Uncontrolled Keywords:	1301 Education Systems, 1303 Specialist Studies In Education
Subjects:	H Social Sciences > HF Commerce > HF5001 Business
Divisions:	Liverpool Business School
Publisher:	Taylor & Francis
Date Deposited:	31 Jan 2017 09:37
Last Modified:	04 Sep 2021 12:05
DOI or ID number:	10.1080/03075079.2016.1232382
URI:	https://researchonline.ljmu.ac.uk/id/eprint/5273

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