Applied micro- and macro-reflective cycles in work-based learning and research: two advanced practice contexts. Issue 3 (3rd May 2020)

• Record Type: Journal Article
• Authors: Fergusson, Lee; van der Laan, Luke; Ormsby, Gail; Azmy, Wade
• Is Part Of: Reflective practice. Volume 21:Issue 3(2020)
• Page Start: 400
• Page End: 414
• Publication Date: 2020-05-03
• Subjects: Reflective practice -- work-based situations -- work-based learning -- work-based research -- executive coaching -- non-governmental organisation; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2020.1753683
• Languages: English
• ISSNs: 1462-3943

Abstract

ABSTRACT: In a previous study, we introduced principles of micro- and macro-reflective cycles as they relate to work-based learning and research. Micro-reflective cycles are common in the literature as these relate to critical reflection practiced by individuals in a variety of well-chronicled domains, including education, nursing, and business. Macro-reflective cycles, we posited, are less common and relate to reflective practice applied at the project, program, or research initiative level. We specifically showed how these cycles can occur within a work-based learning higher degree by research program, and we highlighted the interfaces between reflective cycles showing their centrality to work-based research, particularly when applied as part of a mixed methods design. In this paper, we explore two advanced practice contexts for micro- and macro-reflection made explicit through work-based learning reflection, one related to executive coaching in Singapore and Australia, and the other related to non-government community development in Cambodia, India, and Sri Lanka. We show how the researchers have reflected on these contexts by employing micro- and macro-reflection to explore work-based situations leading individuals, agencies, and companies to higher levels of performance and learning, and we discuss the research which supports each context.