Reflection on a business education course

expression on a business education course reproval according to Walker E. S (2006) p 216 has been busheld as a care for regarding thinking or so and exploring an issue of concern, which is triggered by an inha chip shot. This simply marrow that for there to be a rumination, there has to be an experience, irrespective of it existence positive or negative. Leaver- Dunn et al were also n integrityd in Walker E. S (2006) p 216 that blame has the ability to distinguish mingled with the expert practitioners and their peers.To protrude with and looking r kayoede spikelet to the germ of this particular course it is interesting to none that being an international student from Nigeria and studying Marketing Communications in the University of Bedfordshire was an experience never to be forgotten, i read hold been through various forms of transformation, since the session dieed in September 21st,2009.Transformation theory, that was initially developed by labourer Mezirow, i dentifies a mental handle of dislodge that begins with an experience one post non incorporate into the amiable matrix built from prior life experience, and which usually includes the following components a disorientating dilemma, self examination, a searing assessment of assumptions, the wisdom that others move over asleep(p) through similar processes, the exploration of options for forming new roles, relationships or actions, the formulation of a plan of action and reintegration into the experience with new, transformed spots. Fuguan Tan (2009)Talking just roughlywhat transformation, i personally accrue from a uncouth that the educational system is totally different from that of Europe, particularly the United Kingdom. I was able to come to impairment with the fact that there existed a school calendar that willing be strictly followed and i saw myself in an organised setting. At head start i had problems coming to terms with being the only Nigerian girl in my c lass until later when i was joined by another fellow from my home country, this gave me a bit of confidence as to facing the challenging course.In the words of Aileen C. and Elaine E, (2004) they wrote that thoroughly reflecting on convention is genuinely a central feature of effective schooling, they went on to define verbalism as focusing on the immediate, thereby presenting the details of a problem or chore. As an individual i agree with the command to reflect or rather focus on the immediate, this will decidedly help to raise one across corrections for the future and not make the homogeneous mistakes already made if at all there was any.Further in the words of Horton-Deutsch. S and Sherwood Gwen (2008, p 947) consideration involves thinking near experience, which leads learners to a fuller understanding of what they know and increases their potency for leadership. Also true in my perspective is the argument of Horton-Deutsch, who wrote that it is important to refle ct or think cover song on the experience, which will in turn improve the individuals cognition about a particular situation or increase the potential for great heights.In most cases it is believed that the experience for studying abroad has great potential for transforming international student. I must say i went through some s ragtimees of transformation such as encountering change, engaging in reproval, reconfiguring perceptions and re-acclimating to the situation. Fuguan Tan (2009) becoming of note is the topographic take aim that throughout my study in my home country , there has never been an opportunity for me to reflect, this made it rather impossible for me to have a re-think on my mistakes, and there was also no opportunity to make corrections.5.2 WHAT DOES aspect MEAN?Cunliffe, (2004, p. 414) defines criticism as the means or process through which an experience in the form of perspective, feeling, or action, is examined to analyze its importee while it is happenin g or subsequently. Kember et al., (2000), wrote that reflectance does represent a signalise on a eruditeness continuum which is so characterised by habit at one end and critical censure at the other. To Schon (1983) reflection is referred to as the ability to rethink ones prior thoughts and action in context, both to erupt assumptions as well as to make heart.Reflection, as written in Klenowski V and Lunt I (2008) is mostly defining with regards to conceptual components and theoretical perspectives. Horton-Deutsch S and Sherwood Gwen (2008) explained that Reflection is about reading from experience, a critical aspect of knowledge development and a skill essential to leadership development. They both went on to argue on the basis that reflection goes far beyond popular empirical knowing, and it also combines personal and ethical dashs of knowing. Korthagen F and Vasalos A (2005) wrote that the essential importance of reflection is to learn from experiences.Woerkom M (2010) referred to reflection in Deweyans perspective as instrumental teaching he went win to note that it is the assessment of assumptions unstated in beliefs about how to solve problems. In this particular definition, reflection thus also includes an element of criticism only if refers more to instrumental thinking, which is concerned with how to solve a problem. In contrast, Mezirow defines critical reflection as addressing the heading of the justification for the very premises on which problems are pose or defined in the scratch line stern and examination of their sources and consequences.Critical reflection cannot become an integral element in the immediate action process exclusively requires a hiatus in which to reassess ones meaning perspectives and, if necessary, to transform them. Critical self-reflection refers to the most important learning experience. It means reassessing the way we have posed problems, our own meaning perspectives, as well as reassessing our own orie ntation to perceiving, knowing, believing, feeling, and acting.Some of the scholars perceived reflection, as critical reflection or critical thinking. It is therefore often not clear what the difference is, or even if there exist a difference, between these terms. Dewey, who is perceived as the founder of the concept of reflection, some clock routines the terms pondering thinking and critical thinking interchangeably. Scott. G.S (2010)5.3 RECOLLECTIONAND PROCESS OF REFLECTION OF REFLECTIONThe theoretical frame maneuver for reflection according to Korthagen F and Vasalos A (2005, p48) is referred to as ALACT model. This model is said to rely on the assumption that by temperament spate reflect on their experiences. The model also light upons a organise brooding process, plainly on the other hand, the model did not take note about the content of reflection. On the other hand Scott. G S (2010) p 434 argued that the benefit of reflection has got extensive theoretical pledge in literature, though Scotts definition of reflection is not without its own argument.He went on to write that the critical theorists reflection is considered to require the surfacing of assumptions proportional to situations and surrounded firmly power relations, control and the transformation of belief and values. Reflection was interchangeably rehearse by commission theorists as personal, psychological change rather than well-disposed change Scott. G.S (2010) p 434The role of student reflection is an integrated learning process, and reflection has three stages a review of experience, analysis, and re-evaluation (Peltier, Drago, 2004 Peltier et al., 2005). The initial stage of this process is the review of experience and presupposes awareness. That is, it presupposes that the experience in question has been brought into consciousness. The term reflection is frequently utilise very loosely and this can easily obscure the disciplined and challenging nature of such learning.Reynol ds (1999) distinguishes between critical reflection an approach in which both experience and its sociable and political contexts are examined, reflection which focuses on the individual and fall flats fine charge to social or political processes, and critical thinking, a term which he argues is usually used to signify a disciplined approach to problem solving (Reynolds, 1999, p. 173). He went on to claim that in the management literature critical reflection is being used in the weaker sense to describe thoughtful analysis or problem solving (Reynolds, 1999, p. 177).With regard to reflection and learning, Argyris and Schon distinguish betweensingle loop-the-loop and double loop learning. For the pattern of single loop learning it is possible by observing and reflecting on our own actions, to make a description of the tacit knowing implicit in them (Schon, 1987, p. 25).This enables us to analyse and evaluate such knowledge. However, double loop learning involves not only reflecti ng on ones actions, but also exploring the assumptions and theories-in use which are embedded in those actions. Walsh (2009)5.4 PERSONAL FEELINGS AND LEARNING FROM THE EXPERIENCEThe rawness that was felt at the beginning of the dissertation was overwhelming. It all started the first sidereal twenty-four hour period that we were told to prepare for the first dissertation presentation, as i go about the caution i still was able to gather knowledge. I wondered in the beginning if i could cope with the cypher ahead of me, but with the encouragement of mentors i was able to formulation it and carry on.Reflective thinking is to be used to enhance decision skills, cultural sensitivity, and aggroup up regulate, not simply express feelings or record in a diary what occurred, McInnis-Bowers et al. (2010) In the words of Scott S G (2010) reflection, is referred to as the process of rethinking ones prior thoughts and actions in context to bug out assumptions and make meaning. Reflecti on represents one point on a learning continuum that is characterized by habit at one pole and critical reflection at the other. During the course of my study particularly during the period i was write up my dissertation, the experience i had has thought me to believe in myself and lug thinking i cannot do it. It has thought me to always face my tasks with any(prenominal) challenges that come with it. From this experience i have realised that there is no dickens ways about succeeding except through tough spurt and there is a saying that goes thus Proper, Preparation, Prevents, Poor, Performance 5Ps.The first feedback i had with my concourseing components for the progress in the Trident endure which marked the bang off for the final dissertation. It did not seem a vertical start to me, because my meeting had a lot of things to work on and it was obvious not every assemblage member was willing to work. Although the feeling did not litigate as a drawback it only meant i had to work harder. On that day we were advised on the three vital aspects of the dissertation which included the campaign plan and hide, literature review and finally the reflection.Before we attended the atomic number 16 feedback, myself and the other three root word members met on three occasions where we delegated work to each member on the task ahead, most of the fourth dimension it was two of the four members that was active, and on several instances i personally encouraged them to put in more effort so we all can hand success at the end of the piece of work. The second feedback which was on the ten percent of March, was attended by two supervisors and again i was not blessed with myself as no thorough research was done, my input was not great enough and when we were asked what our campaign strategy meant, none of my group members could respond, this became a bit depressing.Looking forward to a sixty unit module i felt really down, but then it became a challenge. The p roblem that was posed was the inability to put literature together to back our arguments up but at the latter stage things got better.Again in the beginning it looked analogous we had difficulty interpreting the brief, as we came up with several mesmerisms, verifiables and strategy which seemed not to make sense, for this reason the task became more competitive as the other two groups had the same topic and it seemed my group was not making a head way.5.5 GROUP DYNAMICS AND LEARNING FROM THE EXPERIENCEWithin my group i happened to be the only female amongst three guys and i thought this reason will make them more active than i am but the reverse was the case, this was the reason why in the beginning i had mixed feelings about working within a group, as it seemed everyone had a level of understanding and this means it takes a brilliant one to be able to achieve success. I had no choice at that point as we had a little group of twelve in the faultless marketing communications, k now degree class, which made it really obvious to be able to distinguish between the brilliant and dull students. Several times i was not happy with the groups i fall into, but with finis to excel i usually face it, and i never regretted my decisions as i never failed a group work.According to Moon (2004, p. 136) when considering the university perspective on experiential learning and reflection, it becomes apparent, that the fact that all education comes about through experience does not mean that all experiences are real or equally educative he also argued that a short letter needs to be made between what she terms informal reflection and academic reflection the latter being a formal process. Walsh (2009)At a point during the group meetings i became so unhappy and i told other group members i was no longer interested in the work though this was not a true statement from my heart, i was probably too upset, but with time i was able to tranquillise myself down and cope even thoug h things did not work out as plannedOn several occasions there existed mistaking and i personally found out that there was need for these misunderstanding as it helps in moving forward most of the time. Again some at times a member within the group was used to saying he works better under pressure and this did not go well with me as i do not work well under pressure, instead i do the opposite meaning i plan my time and i appreciate time management and not fire brigade approach in carrying out my task. many times after a misunderstanding there exist discourse and apologies will be made by the necessary group members and then the task continues, interestingly we tend to achieve more at this time. some other point estimable to note at this time is that working within a group gives a knowledge about the office environment, where one will be working with other members of staff and if a task is to be carried out, there will be no opportunity to ask who to and who not to work with. Ea ch time i think of this i am encouraged to cope within any group i find myself and try to corporate and have a good team spirit.Reflection then, in the words of Scott G S (2010) p 432 is the process or means by which an experience, in the form of thought, feeling, or action, is examined to pull out its meaning while it is happening or subsequently. Reflection is fodder for self-regulation in an environment where what we define as useable and effective behaviour changes continuously. With honorable mention to the words of Scott (2010) i had different reactions to every situation that i was faced with, always thinking back that i had a degree in a different educational setting and now a masters in Europe.At that point it was obvious something was not right as the first and second feedback did not yield a positive result, but something i held on to was the words given by the supervisors, which i pondered on, i went on to sent my piece of work to the tutors over the internet, again l ittle improvement was made, it all became worrying but i never give up.What happened next? I suggested we needed to meet a tutor and start afresh, interesting, we approached him and he was happy to lead us aright, every group member attended this meeting and things began to change. From the proposition, print audience, strategy and very many useful advices was given. Most importantly we were told to include some theories of learning and reflection to reinforce some points, this period was a well cherished one as it marked the beginning of a turn around.My role within the group was a very vital one as the other members do contact me to know what the next step was, i was always be called upon to divide the task and explain what we did so far including the future plan. I enjoyed doing this as i have always seen myself as a magnetised leader, of course a leader by example.5.6 LESSONS FOR THE FUTURE PROJECTSWhen one negotiation of success story, that does not literarily mean the resul ts for the dissertation is out already but the fulfilment and the joy that comes to mind knowing basically that the group work and the individual part was done and submitted in due time is worthy of note. Soon after the summer holiday started two of the four group members did travel to their home country leaving just two people to deal with the work. Sincerely things went slow but at each time a meeting was arranged and there was progress at every meeting coupled with misunderstandings.On the eighth of June, we had a final group presentation with feedback, which marked the final day of the course, to our greatest surprise the proposition we have changed time and time again, target audience segmentation and the tag line began to communicate, it became obvious that the group was on track even though the actual presentation got lost in a missing crash drive. The group was advised to do more research and understand the target audience and what needs to be done to communicate the brand (Trident chewing gum) is the strategy and implementation. Throughout this same month and July communication continued online as it became a bit difficult to meet in the university since the library closed in(p) previous than usual. Each part of the campaign was dealt with rigorously and the power point slides were put together then the report followed afterwards.Scott G. S (2010) p 433 was earlier quoted in the report where he noted that John Dewey is considered a find originator of thinking about reflection. Dewey argued in his own words that reflective individuals have certain characteristics, which includes open-mindedness, which illustrates the will power within an individual to turn out intellectual responsibility for ones own views, wholeheartedness this simply means, a willingness to face fears and uncertainties, and finally enthusiasm.Reflection is concerned with practices and actions, especially professional practice in fields such as school teaching (Allen, 1992 Beyer , 1989 Collier, 1999), nursing (Burns Bulman, 2000), social work (Fook, 1996), and management communities of practice (Welsh Dehler, 2004). Reflection also generates inquiry and a search for meaning it provides the potential to see things in a way they have not been understood before. More simply, reflective practice contributes to learning.What i have learnt that will be forever useful to me is the ability to dialogue, this a very important instrument particularly in a group work scenario. Again it is good to listen to the leader as two wrongs can never make a right, it is totally unfair when team members refuse to listen to the leader, and obviously things will not go well. I have also learnt that in the future i understand clear the basis of my task before i kick off with work on it, as this delayed my group from moving forward during the presentation, as though we were moving around within the same circle, before we got our priorities right.The means of reflection is most oft en dialogue through which subjective and objective experience is processed, questioned, and meaning is made of it. Reflection through dialogue demonstrates students learning through their ability to conceptualize what they have learned, the meaning it has for their present and future, and the recognition that they are neither the same person as they were a few years previously nor should they expect to be a few years hence. Baker, Jensen, and Kolb (2002) labelled this approach to learning the inside-out approach. Scott G. S (2010) p 4335.7 finishingIn concluding this reflection report it is interesting to note that learning can be considered as a process of argumentation in which thinking, reflecting, experiencing and action are different aspects of the same process. It is also a hardheaded argumentation with oneself and in collaboration with others that actually forms the basis of learning. (Pavlica et al. 1998 145) in Corley A and Eades E (2004, P 138)During the review of liter ature it was noted according to Jeffrey D et al. (2000) that reflection is not an entirely new process and some writers delimit it to the work of Socrates, they went on to describe reflection as a process of disengaging from or stepping back from an experience and taking time to deliberately and carefully review it, think about it and construct meaning from it, however reflection is said to have a past, present and future element.In this report the writer has been able to reflect generally about the past experience, looking through the beginning of the marketing communications masters degree first impression, through to the present time which has to do with the experience while write up the dissertation, it is also interesting to note that the writer also discussed shortly of future expectations and learning from the past experience that can positively advert the future work.Having reflected on my experience from first day of university up until the old age of my final disserta tion, i will say i have actually enjoyed the entire process. Meeting friends from other parts of the world was a good thing to remember, with no exceptions of my tutors who were always there, and willing to help with whatever need we might have during the course of study. However i quit e agree with the idea of personal reflections as it gives the opportunity to think back and make amends as required. This in turn will have a positive effect on an individual.REFERENCESMiriam Catterall, Pauline Maclaran, and Lorna Stevens (2010) Critical Reflection in the Marketing Curriculum journal of Marketing Education, Vol. 24 no 3, December 2002 184-192Scott. G Susanne (2010) Enhancing Reflection Skills through Learning PortfoliosAn Empirical Test. Journal of Management Education 34(3) 430-457. The Author(s) , http//www. sagepub.com/journalsPermissions.navFuguan Tan (2009) Tri-fold Transformation An International Adult Students Reflections on Online Learning.Walker E. S (2006). Journal Writing as a didactics Technique to Promote Reflection Journal of Athletic Training Vol. 41, No 2 p216-221Klenowski Val and Lunt Ingrid (2008) Enhancing learning at doctoral level through the use of reflection. Taylor FrancisWalsh Anita (2009) Modes of Reflection Is it possible to use both individual and collective reflection to reconcile the three-party knowledge interests in workplace learning? European Journal of Education, Vol. 44, No. 3, 2009, Part I _1389 385Aileen Corley and Elaine Eades (2004) Becoming critically reflective practitioners academics and students reflections on the issues involved. Pp. 137-144. charitable Resource Development International, Taylor and Francis LimitedHorton-Deutsch Sarah and Sherwood Gwen (2008) Reflection an educational strategy to develop emotionally- competent nurse leaders. Journal of Nursing Management, 16, 946-954Doyle, Wendy Young, Jeffrey D (2000).Managing Development Making the most Experience and Reflection. Fall2000, Vol. 25 Issue 3, p18M arianne van Woerkom, (2010) Advances in Developing Human Resouces. The Concept of Critical Reflection and Its Implications for Human Resource Development Advances in Developing Human Resources Vol. 6, No. 2 p 178-192