Laurie Brown
This research is set in a specialised graduate business school in the United Arab Emirates. It deciphers the reflective journey that academic managers deploy to complete a Critical Self-Evaluation Report (CSERs). The theoretic lens of reflective practice is used to magnify nuances and meaning.
This study of the challenges of reflective practice that influence academic managers’ perceptions of the benefits and barriers to using CSERs, was conducted using semi- structured, recorded interviews of three program directors. These were transcribed using Otter.ai software, and their accuracy confirmed with participants. Thematic analysis of the transcripts were codes identifying four enablers and three barriers to the process. The study is limited to a single institution at a very early stage in the use of CSERs and reflective practice may not be a long-term characteristic of the CSER’s enactment.
In agreement with the literature, findings show a dependency on post delivery reflection-on- action. The participants’ reflective journey is aligned with models of reflection available in the literature. However, participants identify that migrating their practice to an on-program continuous reflection-in-action method may capture information more readily, improving the accuracy of their CSERs and increasing impact. In addition, participants’ practices ebb and flowed between autonomous self-reflective practice; able to complete program self- evaluation independently, and collaborative communicative reflexivity; dependent upon shared reflection drawn from a range of stakeholders.
The main conclusions are that end-point reflection-on-action informs academic managers’ positive perceptions of the CSER instrument. Participants do not make use of reflection-in- action to contemporaneously capture quality evaluations throughout the year. In addition, to illuminate problem-solving insights, faculty need to nurture and cultivate their skills of deep reflection to increase the value of the CSERs. Academic managers’ reflective practices align with recently developed classification schemas and established modes of reflection available in the literature, demonstrating the suitability of reflective modes of analysis to the university sector. Furthermore, the study shows application beyond the bounds of this university’s improvement tool demonstrating how instruments can be evaluated and improved.
This study elucidates the reflective journey that academic managers take to inform their perceptions of the CSER. Additionally, it identifies the benefits and barriers to its effective implementation in quality enhancement practices.
Future research might usefully extend the study to multiple higher education institutions, to examine the degree to which findings can be generalised. Additionally, the constellation of approaches to reflection would benefit from harmonisation into a unifying theory.