Photovoice as Reflective Assessment in Business Ethics Education: Fostering Self Authorship and Authentic Learning

Gaston, L ORCID: 0000-0002-5706-1635 Photovoice as Reflective Assessment in Business Ethics Education: Fostering Self Authorship and Authentic Learning. PRISM: Casting New Light on Learning, Theory and Practice. (Accepted)

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Abstract

This article examines the pedagogical potential of Photovoice as a reflective assessment method in Business Ethics education, addressing a notable gap in both pedagogical and methodological scholarship. While Photovoice is well established as a qualitative research tool, its application within higher education assessment remains insufficiently theorised. Drawing on two years of assessment data from second year undergraduates, complemented by reflective practitioner insights, the study evaluates how Photovoice fosters critical reflection, deepens ethical understanding, and supports the development of self authorship.

In this reflective assessment, learners employed photographic artefacts to connect ethical theory with lived experience, enabling engagement with abstract concepts through authentic, situated analysis. Quantitative and qualitative feedback indicates that Photovoice enhanced learners’ capacity to articulate ethical reasoning, strengthened critical consciousness, and increased engagement with course materials. Learners reported greater confidence in expressing personal ethical positions and applying theoretical frameworks to real world contexts.

Informed by Baxter Magolda’s theory of self authorship (1999, 2001), findings suggest that Photovoice validates learners as knowers, grounds learning in experiential contexts, and facilitates greater levels of understanding. The study offers an empirically informed evaluation of Photovoice as a reflective assessment approach in higher education, highlighting its potential to create greater levels of engagement and deeper learning.

Item Type:	Article
Subjects:	H Social Sciences > HF Commerce > HF5001 Business L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Liverpool Business School
Publisher:	Liverpool John Moores University
Date of acceptance:	30 August 2026
Date Deposited:	01 Sep 2026 13:39
Last Modified:	01 Sep 2026 13:39
URI:	https://researchonline.ljmu.ac.uk/id/eprint/29241

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