Critical Thinkning

Reflection, Insight, and Empathy:
Uncommon Outcomes in Management Education

Abstract

This paper provides solid research support for the use of learning journal writing in undergraduate and graduate management education. Journal writing promotes deep learning, problem-solving skills, and insight through the reflective process, itself a crucial management skill. Guided and structured journal writing leads to greater integration of material, better ability to apply theory and methods to real world problems, and increased understanding of self and situations. Improvements have been seen in student empathy, confidence, and self-awareness. The journal writing / reflection and the review and feedback process create a powerful dialogue between learner and facilitator of learning, not often otherwise possible. A major contribution of this paper is its clear guidance to students and instructors on journal writing and journal assessment.

Reflection, Insight, and Empathy:
Uncommon Outcomes in Management Education

|Key Words |Reflective Thinking |Learning Journal |Assessment |
| |Management Education |Instructional Methodology |Teaching Outcomes |

Abstract

This paper provides solid research support for the use of learning journal writing in undergraduate and graduate management education. Journal writing promotes deep learning, problem-solving skills, and insight through the reflective process, itself a crucial management skill. Guided and structured journal writing leads to greater integration of material, better ability to apply theory and methods to real world problems, and increased understanding of self and situations. Improvements have been seen in student empathy, confidence, and self-awareness. The journal writing / reflection and the review and

References: Alm, C. (1996). Using students’ journals to improve the academic quality of internships. Journal of Education for Business. Vol. 72, Iss. 2; pp. 113-115. Argyris, C. (1982). The executive mind and double-loop learning. Organizational Dynamics. Vol., Iss., pp; Bilinski, H Bloom, B., and D. Krathwohl. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals (Cognitive Domain). NY: Longmans, Green. Brown, A. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. In Weinert, F., and R. Kluwe (Eds.), Metacognition, Motivation, and Understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum Associates. Brown, J. (2002). Know thyself: the impact of portfolio development on adult learning. Adult Education Quarterly. Vol. 52, Iss. 3; pp. 228-245. Burrows, V,. McNeill, B., Hubele, N. and L. Bellamy. (2001). Statistical evidence for enhanced learning of content through reflective journal writing. Journal of Engineering Education. Vol. 90, Iss. 4; pp. 661-671. Callister, L. (1993). The use of student journals in nursing education: making meaning out of clinical experience. Journal of Nursing Education. Vol. 19, Iss. 2; pp. 28-30. Daudelin, M. (1996). Learning from experience through reflection. In J. Osland, D. Kolb, and I. Rubin (Eds.), The Organizational Behavior Reader (pp. 67-74). Upper Saddle River, NJ: Prentice Hall. Drevdahl, D. and Dorcy, K. (2002). Using journals for community health students engaged in group work. Nurse Educator. Vol. 27, Iss. 6; pp 255-265. Gilber, J. and B. Beatie. 2003. Using reflective tools to enhance learning. Strategies. Vol. 15, Iss. 5; pp. 11-14. Grant, A. (2001). Rethinking: psychological mindedness—metacognition, self-reflection, and insight. Behaviour Change. Vol. 18, Iss. 1; pp. 8-18. Griffith, B., and G. Frieden. (2000). Facilitating reflective thinking in counselor education. Counselor Education and Supervision. Vol. 40, Iss. 2; pp. 82-93. Kalliath, T., and D. Coghlan. (2001). Developing reflective skills through journal writing in an OD Course. Organization Development Journal. Vol. 19, Iss. 4. pp. 61-70. Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood-Cliffs, NJ: Prentice-Hall. Kolb, D., Osland, J., and I. Rubin. (1995). Organizational Behaviour: An Experiential Approach, (6th Ed.). Ch. 3: “Individual and Organizational Learning”; pp. 41-70. Korgel, B. (2002). Nurturing faculty-student dialogue, deep learning and creativity through journal writing exercises. Journal of Engineering Education. Vol. 91, Iss. 1; pp. 143-146. Krathwohl, D., Bloom, B., and B. Masia. (1964). Taxonomy of Educational Objectives: The Classification of Educational Goals (Affective Domain). New York: McKay. Lin, X. (2001). Designing metacognitive activities. Educational Technology, Research and Development. Vol. 49, Iss. 2; pp. 23-41. Longhurst, J., and S. Sandage. (2004). Appropriate technology and journal writing: structured dialogues that enhance learning. College Teaching. Vol. 52, Iss. 2. pp. 69-75. Loo, R., and K. Thorpe. (2002). Using reflective learning journals to improve individual and team performance. Team Performance Management. Vol. 8, Iss. 5/6; pp 134-139. Moon, J. (1999). Learning Journals: A Handbook for Academics, Students and Professional Development. London: Kogan Page. Myers, I., and P. Myers. (1993). Gifts Differing. Palo Alto, CA: CPP Books. O’Rourke, R. (1998). The learning journal: from chaos to coherence. Assessment and Evaluation in Higher Education. Vol. 23, Iss. 4; pp. 403-114. Patton, J., and S. Woods. (1997). Enhancing clinical practicum experience through journal writing. Journal of Nursing Education. Vol. 36, Iss. 5; pp. 238-240. Ramsey, V. J. (2002). Learning journals and learning communities. Journal of Management Education. Vol. 26, Iss. 4; 380-402. Shafer, G. (2002). Expanding the discourse through journals. Teaching English in the Two Year College. Vol. 30, Iss. 1; pp 18-29. Shimamura, A. (2000). What is metacognition? the brain knows. The American Journal of Psychology. Vol. 113, Iss. 1; pp. 142-146. Silva, D. (2003). Triad journaling: a tool for creating professional learning communities. Teacher Education Quarterly. Vol. 30, Iss. 4, pp. 69-82. Spalding, E., and A. Wilson. (2002). Demystifying reflection: a study of pedagogical strategies that encourage reflective journal writing. Teachers College Record. Vol. 104, Iss. 7; pp. 1393-2005. Van Woerkom, M., Nijhof, W. and L. Nieuwenhuis.  (2002).  Critical reflective working behaviour:  a survey research.  Journal of European Industrial Training. Vol. 26, Iss. 8/9; pp. 375-383. Varner, D., and S. Peck. (2003). Learning from learning journals: the benefits and challenges of using learning journal assignments. Journal of Management Education. Vol. 27, Iss. 1; pp. 52-78. Williams, R., and J. Wessel. (2004). Reflective journal writing to obtain student feedback about their learning during the study of chronic musculoskeletal conditions. Journal of Allied Health. Vol. 33, Iss. 1; pp. 17-23. [3] To further promote understanding of self as learner and to highlight that people express diverse learning styles, students in the undergraduate and graduate courses take Kolb’s (1984) Learning Style Inventory.