Developing a reflective capacity within undergraduate education: the role of work-based placement learning - Prof. U. Lucas & Dr. P.L. Tan - The Higher Education Academy, 2007

Executive summary: This research project sought to investigate the development of a reflective capacity within undergraduate education. In particular, the role of work-based placement learning was investigated in relation to how it might support, encourage or inhibit the development of a reflective capacity, and how that reflective capacity is related to academic performance. The context for the research was undergraduate education in business and accounting, but the findings of this project are of relevance to other subject areas. The rationale for this research arises from the increasing emphasis within undergraduate and professional education on the development of a reflective capacity. The capacity to reflect underpins the exercise of professional judgment and ethical awareness, and is regarded as an integral part of learning to learn. Since the adoption of the Dearing principles, universities in the United Kingdom (UK) have sought to integrate reflective practices into their undergraduate curricula. The need to develop reflective practice is also an essential part of professional learning. Thus it is an integral element of the Institute of Chartered Accountants in England and Wales’ (ICAEW) work-based Initial Professional Development (IPD) framework for its students and Continuing Professional Development (CPD) framework for its members.

This project draws on a body of research concerned with the identification of key intellectual and personal changes undergone by students as they progress through higher education and entry into employment. This research finds that students vary in their capacity to reflect and to exercise judgment. This arises because their beliefs about knowledge (epistemology) affect the way in which they learn and make judgments. These beliefs are sometimes referred to as ‘epistemological beliefs’ or ‘ways of knowing’. This project draws, in particular, on the work of Baxter Magolda (1992). She identified four qualitatively different ways of knowing. These comprise:

- absolute knowing: knowledge exists in an absolute form – it is either right or wrong,
- transitional knowing: knowledge is certain in some areas and uncertain in other areas,
- independent knowing: knowledge is uncertain – everyone has their own beliefs,
- contextual knowing: knowledge is contextual – one exercises judgment on the basis of evidence in context.

In addition, a way of knowing comprises three elements:

- cognitive (how one makes meaning of knowledge),
- interpersonal (how one views oneself in relation to others),
- intrapersonal (how one perceives one’s sense of identity).

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