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Reflective Practice as a Threshold Concept: Implications for Teaching and Learning

Lawless, A, Rae, J, Griggs, V and Holden, R (2016) Reflective Practice as a Threshold Concept: Implications for Teaching and Learning. In: UFHRD Conference Archives . (Joint UFHRD/AHRD European conference, 08 June 2016 - 10 June 2016, Manchester, UK).

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Threshold concepts have received considerable attention in the literature since their development by Meyer and Land (2003), but while there has been some interest in relation to their applicability to management and business disciplines, this has been limited and threshold concepts have yet ‘to significantly impact the field of management education (Hibbert and Cunliffe 2015). The aim of this paper is to explore the extent to which reflective practice can be considered as a threshold concept, with the scope of the study being graduate students who participated in postgraduate programmes in Human Resource Management and Development. The discussion draws on data from eighteen interviews with HR professionals who had undertaken a Masters or Postgraduate Diploma in HR at one of three participating universities. The findings show that the concept of ‘threshold’ is highly relevant to reflective practice and demonstrates that reflective practice in the broadest sense can offer considerable value to postgraduate management students in relation to supporting their learning of both the technical and behavioural elements of their studies. Furthermore the findings can offer deeper insights into the integration of formal teaching processes on reflective practice.

Item Type: Conference or Workshop Item (Paper)
Subjects: H Social Sciences > HF Commerce > HF5001 Business
L Education > LB Theory and practice of education
Divisions: Liverpool Business School
Publisher: University Forum for Human Resource Development
Date Deposited: 31 Jan 2017 11:46
Last Modified: 13 Apr 2022 15:15
URI: https://researchonline.ljmu.ac.uk/id/eprint/5381
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