Self-Reference, Reflexivity, Reflection

Understanding the Power of Reflection

by Jeff Patmore

Co-authored with: Tanya Goldhaber (Cambridge) and Ben Hardy (Cambridge / OU)

Knowledge work requires creativity and problem solving. This may involve drawing on diverse cognitive resources and a... more Knowledge work requires creativity and problem solving. This may involve drawing on diverse cognitive resources and a process of trial and error to find out what doesn’t work.
Seldom does a solution leap, fully formed, into being. Time pressure, optimisation and efficiency are inimical to these processes. Indeed there are a number of good arguments that suggest that efficiency and pressure are actively damaging to both knowledge work and the firms that depend on it.

Reflect on this!

by Susan Orr

Co authored with Jules Doery Richmond and Dave Richmond

In this article we reflect on reflection. To do this, we share examples of pedagogic approaches used in undergraduate... more In this article we reflect on reflection. To do this, we share examples of pedagogic approaches used in undergraduate performance programmes at York St John University that re-situate reflective practice within creative practice. For example, we explore the creative, multimodal use of a catalogue document that two of the authors used to encourage students to reflect as part of the B.A. (Hons) Theatre level 2 modules entitled ‘performing the self’ & ‘artist as witness’. These modules aim to encourage students to consider themselves in some sense auteurs of themselves and their art practice. The case study illustrates that we need to go beyond the familiar if we are to be reflexive about the role of reflection in creative practice education.

“Film als Historiographie. Handsworth Songs als Dekonstruktion kolonialer Geschichtsschreibung”.

by Dagmar Brunow

In: Hanno Balz, Jan-Henrik Friedrichs (Hrsg.): "All We Ever Wanted..." Eine Kulturgeschichte europäischer Protestbewegungen der 1980er Jahre. Berlin: Dietz, 2012, s. 107-119.

Fiction de lecteur et personnage autonome dans l’œuvre de Macedonio Fernández

by Catalina Quesada Gómez

In Milagros Ezquerro y Julien Roger (eds.), Paris, Université Paris-Sorbonne, Les Ateliers du Séminaire Amérique Latine, 2009.

Intentionality and Developing Researcher Competence on a UK Masters Course: an Ecological Perspective on Research Education

by Juup Stelma

Co-authored with Dr Richard Fay (University of Manchester). This paper is accepted for publication in 'Studies in Higher Education'. A link to the online pre-publication version will be posted when this becomes available (probably in the late spring 2012).

Stelma, J. and Fay, R. (accepted, forthcoming) . Intentionality and developing researcher competence on a UK Masters course: an ecological perspective on research education. Studies in Higher Education.

This paper presents an ecological perspective on the developing researcher competence of participants in the research... more This paper presents an ecological perspective on the developing researcher competence of participants in the research education component of a professionally oriented Masters course. There is a particular focus on the intentionality (as in ‘purpose’) of the participants’ research education activity. The data used to develop the ecological perspective, and which at the same time is interpreted from this ecological perspective, consists of interactive, reflective and more product-like written outputs generated by two Masters course participants. The analysis reveals how the participants’ developing intentionality was shaped by a hybrid of professional and research-related influences, and how this developing intentionality affected the quality of the participants’ research education experience. The analysis, with its particular focus on intentionality, constitutes a further development of the ecological perspective on developing researcher competence proposed by Stelma (2011), and is intended also as a contribution to the emerging literature on ‘research education’ (Boud and Lee 2005).

Journal Writing as a Teaching Technique to Promote Reflection

by Stacy Walker

Looking Backward from a Forward View

by Johanna Strong

Reflections on The Tempest

by Johanna Strong

short draft

2012_SEMEDO_FERREIRA_conferencepresentation_2012_odense

by Alice Semedo

The Daoist, the Frog and the Pipe

by Gestur Hilmarsson

Philosophical Daoism, taught by Günter Wohlfart at
University of Iceland in spring 2012

A short paper containing a few thoughts on self-referentiality in Daoist thought, Haiku and art. A short paper containing a few thoughts on self-referentiality in Daoist thought, Haiku and art.

On choosing to teach: a po.fessor reflects (Part 1)

by Peter Mellalieu

Mellalieu, P. J. (2010, October 11). On choosing to teach: a po.fessor reflects (Part 1). Ethos Consultancy NZ. Retrieved October 11, 2010, from http://www.ethosconsultancynz.com/profiles/blogs/on-choosing-to-teach-a

In mid-1987 I received a telephone call from a university in New Zealand inviting me to take up a teaching position. I... more In mid-1987 I received a telephone call from a university in New Zealand inviting me to take up a teaching position. I was working out the end of my employment with a high-tech systems company in Belgium. The call from the Dean of the Faculty of Business was timely. I recall investigating another position in systems engineering at New Zealand's principal telecommunications provider.


After deliberation, I accepted the position at Massey University. Specifically, I was attracted by the prospect of teaching a subject for which I had a great passion and some consulting experience: strategic management (Mellalieu, 1982; Mellalieu & Hall, 1983; Mellalieu, 1987).


The Dean's phone call arose from an earlier meeting I had instigated with staff at Massey University. That meeting - in 1985 - was prior to our family embarking on several years Overseas Experience (OE) in Europe. I was working as an industrial scientist in Palmerston North at what is now part of a Crown Research Institute (CRI). I met several staff in Massey's marketing department to express my interest in becoming a university teacher. Those teachers with whom I had met in 1985 responded to the Dean's search for a candidate to take up a teaching position.

A reflection on Personal Information Management Systems - final

by Mark Gregory

Gregory, M., 2012. A reflection on Personal Information Management Systems. Dans PIM Workshop 2012, part of CHI 2012. Bellevue, Seattle, WA.

This paper reconsiders the term Personal Information Management System PIMS and compares and contrasts it with the... more This paper reconsiders the term Personal Information Management System PIMS and compares and contrasts it with the similar terms Individual Information System IIS as discussed by Richard Baskerville and User Generated Information System UGIS as introduced by Philip DesAutels. However, this paper contends (with Baskerville) that it is the personal work system constituted when a human user makes use of a PIMS which exhibits a systemic nature. The paper introduces specific research questions which relate to PIMS and demonstrates their emergence on the basis of reflection or reflexivity. It suggests as a potential contribution the theoretical and practical necessity for modelling a PIMS in order that the PIMS constructed using that model be maximally effective for the individual who uses it. That contention is the subject of ongoing research.

(Gregory & Descubes 2011) Structured reflection in information systems teaching and research

by Mark Gregory

Gregory, M. & Descubes, I., 2011. Structured reflection in Information Systems Teaching and Research. In: UKAIS 2011: Proceedings of the 2011 conference of the United Kingdom Academy for Information Systems, St. Catherine’s College, Oxford, April 2011. Oxford, England.

This paper contends that improved teaching and the emergence of research questions may be based on reflective... more This paper contends that improved teaching and the emergence of research questions may be based on reflective self-observation, structured by means of personal knowledge management tools, often between and after cycles of action research. The paper revisits the concepts of data, information, knowledge, meaning and action. It proposes that knowledge be enacted in engaged teaching and research. It discusses how reflection on teaching and research can be structured as self-observation made visual in the form of concept maps. Concept maps are used both to illustrate learning and as a means of making initially personal knowledge more explicit, particularly in the early stages of inquiry and learning and particularly as part of an abductive logic of enquiry. Structured self-observation is distinguished from merely descriptive auto-ethnography by means of explicit model building informed by Ashby’s law of Requisite Variety and Conant and Ashby’s Good Regulator theorem. The method used to illustrate the paper’s propositions is case-based reflection on a teaching situation. Similar reflection in the research context is additionally informed by a discussion of Checkland’s LUMAS (Learning for a User by a Methodology-informed Approach to a problem Situation). We conclude by suggesting that enquiry may initially be informed by structured self-observation and then proceed by further learning, informed by theory and enacted in practice.

Personal knowledge management PIMS_IIS_UGIS for MSED Prague V3

by Mark Gregory

Gregory, M. & Descubes, I., 2011a. Personal knowledge management: PIMS/IIS/UGIS - A research in progress. Dans 2011 VŠE Prague IDSE. Prague, CZ.

A revised version of this paper has been published as:
Gregory, M. & Descubes, I., 2011. Understanding PIMS: Personal Information Management Systems. Research Journal of Economics, Business and ICT, 2011(3), p.31–37.

This paper introduces personal information management systems PIMS as a mechanism used to support the personal... more This paper introduces personal information management systems PIMS as a mechanism used to support the personal knowledge management of knowledge workers. It identifies PIMS with the previously-identified individual information systems IIS of (Baskerville 2011) and the user generated information systems UGIS of (DesAutels 2011). It suggests that PIMS / IIS / UGIS are only useful insofar as they enable properly informed initial action, action to correct errors, and reflective learning. The authors critically review the literature concerning the relationships between data, information and knowledge.

Feedback and Reflection to Promote Student Participation in Computer Supported Collaborative Learning: A Multiple Case Study

by Fleur Prinsen

Inviting Intuitive Understandings in Teaching and Professional Practices: Is Intuition Relationally and Culturally Neutral?

by Gonzalo Bacigalupe

Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(4), Art. 51 (2002)

Review Essay:

Terry Atkinson & Guy Claxton (Eds.) (2000). The Intuitive Practitioner: On the Value of... more Review Essay:

Terry Atkinson & Guy Claxton (Eds.) (2000). The Intuitive Practitioner: On the Value of Not Always Knowing What One is Doing. Buckingham, UK: Open University Press, 278 + ix pages, ISBN 0335-20362-0 (paperback), £18.99
To analyze the construct of intuition, Terry ATKINSON and Guy CLAXTON draw from the research, teaching experiences, and theoretical expertise of faculty at the University of Bristol, UK. The fourteen chapters by the faculty at Bristol explore the often slippery notion of "intuition" and its impact in professional practice, which is generally (and there are exceptions) defined as a cognitive psychological strategy rather than a relational and cultural exchange. The last chapter is a critical summary by ERAUT who assesses the book as an outsider to Bristol. The book reads like a final report of discussions and research by the authors within a university context rather than a cohesive theoretical summary by a sole author. The result is inspiring as a review of overlapping ideas that inform the reader of the relevance of intuition in educational and professional settings within the context of educational reforms during the last decade in several countries. It will not be compelling reading for professionals attempting to learn a set of activities that would aid them in learning how to incorporate "intuitive practices" or for researchers searching for ways of clearly formalizing intuition as a well-defined theoretical construct that can be analyzed in various cultural contexts and/or institutional situations.

The role of reflection in audiology students' development as professional practitioners: A constructivist grounded theory

by Stella Ng

The Effects of Cooperative Learning and Learning Journals on Teacher Candidates’ Self-Regulated Learning

by Halil Eksi

Hülya GÜVENÇ
Educational Sciences: Theory & Practice
10 (3) • Summer 2010 • 1477-1487

The purpose of this study is to investigate the effects of cooperative learning and learning journals on teacher... more The purpose of this study is to investigate the effects of cooperative learning and learning journals on teacher candidate students’ self-regulated learning. Data of the research were collected by the Turkish version of the Motivated Strategies for Learning Questionnaire. 84 university students (52 girls and 32 boys) participated in this research. A quasi pre-test/post-test experimental design with control group was utilized. Both groups were taught by cooperative learning. The experimental group wrote their reflection in learning journals. The research has discerned that there is a difference between experimental and control groups and experimental groups’ students have been effected more positively on self-efficacy for learning and performance, elaboration, organization, critical thinking and metacognitive control strategy dimensions of self-regulated learning.

Research, Reflexivity and Community Case Studies in Tourism: Implications of the New Age of public management in higher education tourism research

by Dianne Dredge

This paper was co-authored with Rob Hales, Griffith University. Paper was presented at the CAUTHE 2012 Conference, 6-9 February, 2012, Melbourne, Australia.

In the current university environment, research performance is increasingly measured in terms of the number of... more In the current university environment, research performance is increasingly measured in terms of the number of publications, the quality of the outlet, citations and a raft of other key performance indicators. Whilst this approach might assist universities climb the world rankings, the mixed messages emerging about academic research performance are concerning. The current performance driven perspective towards publications means that output is viewed as the object of research rather than the knowledge contained within it and researchers adopting methodologies that do not easily fit within this neoliberal paradigm experience tensions and dilemmas. This paper argues that despite its time consuming nature and the need for researchers to be deeply engaged, often embedded in the community, tourism community case study has rewards and benefits for research productivity over the long term. Community case study in tourism affords deep engagement in the complexities of the real world and wicked problems; closes the gap between research and practice; allows personal and professional growth through reflexive engagement; assists exploring alternative knowledges; and increases the capacity for knowledge sharing and the co-production of knowledge with the community. The researchers’ accounts of engaging in tourism case study are offered.

A Framework for Judging the ‘Quality’ of First-Person-Action-Research Projects on the Work Based & Integrative Studies (WBIS) Programme: Extracts from a Practitioner Research Masters Dissertation

by Tony Wall

How do we judge the quality of ‘reflective research’ projects? This paper presents extracts from a practitioner... more How do we judge the quality of ‘reflective research’ projects? This paper presents extracts from a practitioner research project undertaken in 2007 which develops a framework to answer this question. The original contents page is presented at the end of this paper, for reference.