Crafting Your Future

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ICON COLLEGE OF TECHNOLOGY AND MANAGEMENT
Crafting Your Future: Professional Practice and Research
Scheme of Work
Session: February 2021
Module Aim:
To apply the full range of learning material and learning experiences from your degree programme to
an independent portfolio, which should demonstrate professional-standard work in a coherent
narrative of practice and research.
Programme Title BSc (Hons) Business & Management Top UpModule code and title BUS113 Crafting Your Future: Professional Practice and
ResearchModule Type CompulsoryModule Level and Credit
ValueLevel 6 20 Credit
The professional portfolio, as culmination of your degree experience, is intended to showcase
your best work and to produce a coherent narrative of skills and interests. This will help you to
position yourself as a professional in your preferred sector and enable you to reflect on your
development in productive ways.
The portfolio has three components. One of these is a digital showcase of professional
practice, which constitutes further development of coursework selected and situated around a
common theme. The second component is an industry analysis, a thoroughly researched
essay examining the market, industry or sector you wish to enter in terms of its direction and
opportunities, your specialised skillset and its place in relation to opportunities. The final
component is a personal development plan.
The module will include weekly lectures, group seminars, and one-to-one supervisions, to
support you in multiple ways as you carry out this final piece of work.
• Self-management
• Research & Analysis
• Critical Reflection
• Communication
• Project Management
Learning Outcomes 3, 4 and 6
At the end of the module, you will be able to:
LO No.
LO name
Level 6
LO3
INDUSTRY
Evaluate the development of your creative and ethical
leadership skills in a real world environment.
LO4
RESEARCH
Apply a justified systematic approach to research
methodology and demonstrate advanced information skills.
LO6
COMMUNICATION
Produce persuasive communications regarding information,
ideas, problems and solutions to identified specialist and/or
non-specialist audiences.
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The assessment for this module is informed by the learning and experiences in your degree
programme to conduct research thoroughly and write an essay examining the market,
industry or sector you wish to enter in terms of its direction and opportunities, your specialised
skillset and its place in relation to opportunities. The following summaries will aid your
understanding of the assessment requirements.
Portfolio: ‘The term portfolio is used as a catch-all that covers a wide range of methods for
collating learning material and assessed work’ (McMillan and Weyers, 2008, p.38). For the
purposes of this assessment, your professional portfolio will include the research and analysis
you completed in the research essay on an industry or sector of your choice to position
yourself as a professional in your preferred industry/sector that enable you to reflect on your
development in productive ways. The information collated from the research in the essay and
your experiences, skills and associated feelings in your degree programme will inform the
completion of your Self-Reflection and Career and Personal Development Plan.
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UNDERGRADUATE COMMON ASSESSMENT CRITERIA
(1st) 85-100%
OUTSTANDING
(1st) 70-84%
EXCELLENT
(2:1) 60-69%
VERY GOOD
(2:2) 50-59%
COMPETENT
(3rd) 40-49%
ADEQUATE
Fail 30-39%
MARGINAL FAIL
Fail 0-29%
FAIL
Achieved the
required learning
outcomes
Achieved the
required learning
outcomes
Achieved the
required learning
outcomes
Achieved the
required learning
outcomes
Achieved the
required learning
outcomes with a
minimally adequate
response.
The student has
Failed to achieve the
required learning
outcomes.
The student has
Failed to achieve the
required learning
outcomes.
Subject knowledge
and skills
Subject knowledge
and skills
Subject knowledge
and skills
Subject knowledge
and skills
Subject knowledge
and skills
Subject knowledge
and skills
Subject knowledge
and skills
PROCESS:
The student
demonstrates
outstanding
ideas generation,
problem solving,
concepts, technical
competency and
proposals in response
to set briefs and/or
self-initiated activity.
PROCESS:
The student
demonstrates
excellent ideas
generation, problem
solving, concepts,
technical competency
and proposals in
response to set briefs
and/or self-initiated
activity.
PROCESS:
The student
demonstrates very
good ideas
generation, problem
solving, concepts,
technical competency
and proposals in
response to set briefs
and/or self-initiated
activity.
PROCESS:
The student
demonstrates the
competent ability to
generate ideas,
problem solving,
concepts, technical
competency and
proposals in response
to set briefs and/or
self-initiated activity.
PROCESS:
The student
demonstrates an
adequate ability to
generate ideas,
problem solving,
concepts, technical
competency and
proposals in response
to set briefs and/or
self-initiated activity.
PROCESS:
The student
demonstrates some
ability to generate
ideas, problem
solving, concepts,
technical competency
and proposals in
response to set briefs
and/or self-initiated
activity.
PROCESS:
The student
demonstrates little or
no ability to generate
ideas, problem
solving, concepts,
technical competency
and proposals in
response to set briefs
and/or self-initiated
activity.
INNOVATION:
The student
demonstrates
outstanding,
independent practice,
experimentation, risk
taking, creativity (i.e.
new ideas and/or
solutions), extensive
and insightful enquiry
into their discipline
and the motivation to
advance it.
INNOVATION:
The student
demonstrates
excellent
independent practice,
experimentation, risk
taking, creativity,
originality (i.e. new
ideas and/or
solutions) and in
depth enquiry into
their discipline.
INNOVATION:
The student
demonstrates very
good evidence of
independent practice,
experimentation, risk
taking, creativity,
originality (i.e. new
ideas and/or
solutions) and in
depth enquiry into
their discipline.
INNOVATION:
The student
demonstrates
competent evidence
of independent
practice,
experimentation, risk
taking, creativity,
originality (i.e. new
ideas and/or
solutions) and
enquiry into their
discipline.
INNOVATION:
The student
demonstrates
adequate evidence of
independent practice,
experimentation, risk
taking, creativity,
originality (i.e. new
ideas and/or
solutions) and
enquiry into their
discipline.
INNOVATION:
The student
demonstrates some
evidence of
independent practice,
experimentation, risk
taking, creativity,
originality (i.e. new
ideas and/or
solutions) and
enquiry into their
discipline.
INNOVATION:
The student
demonstrates little or
no evidence of
independent practice,
experimentation, risk
taking, creativity,
originality (i.e. new
ideas and/or
solutions) and
enquiry into their
discipline.
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INDUSTRY:
The student’s work
demonstrates an
outstanding, ethically
informed, real-world
experience of
industry/business
environments and
markets.
INDUSTRY:
The student’s work
demonstrates an
excellent, ethically
informed, real-world
experience of
industry/business
environments and
markets.
INDUSTRY:
The student’s work
demonstrates a very
good, ethically
informed, real-world
experience of
industry/business
environments and
markets.
INDUSTRY:
The student’s work
demonstrates a
competent, ethically
informed, real-world
experience of
industry/business
environments and
markets.
INDUSTRY:
The student’s work
demonstrates an
adequate, ethically
informed, real-world
experience of
industry/business
environments and
markets.
INDUSTRY:
The student’s work
demonstrates some
ethically informed,
real-world experience
of industry/business
environments and
markets.
INDUSTRY:
The student’s work
demonstrates little or
no ethically informed
real-world experience
of industry/business
environments and
markets.
Generic and graduate
skills
Generic and graduate
skills
Generic and graduate
skills
Generic and graduate
skills
Generic and graduate
skills
Generic and graduate
skills
Generic and graduate
skills
RESEARCH:
The student
demonstrates
outstanding research
and information skills.
RESEARCH:
The student
demonstrates
excellent research
and information skills.
RESEARCH:
The student
demonstrates very
good research and
information skills.
RESEARCH:
The student
demonstrates
competent research
and information skills.
RESEARCH:
The student
demonstrates
adequate research
and information skills.
RESEARCH:
The student
demonstrates some
research and
information skills.
RESEARCH:
The student
demonstrates little or
no research and
information skills.
ANALYSIS:
The student
demonstrates an
outstanding ability to
critically engage with
and analyse
information and
formulate reasoned
arguments.
ANALYSIS:
The student
demonstrates an
excellent ability to
critically engage with
and analyse
information and
formulate reasoned
arguments.
ANALYSIS:
The student
demonstrates a very
good ability to
critically engage with
and analyse
information and
formulate reasoned
arguments.
ANALYSIS:
The student
demonstrates a
competent ability to
critically engage with
and analyse
information and
formulate reasoned
arguments.
ANALYSIS:
The student
demonstrates
adequate ability to
critically engage with
and analyse
information and
formulate reasoned
arguments.
ANALYSIS:
The student
demonstrates some
ability to critically
engage with and
analyse information
and formulate
reasoned arguments.
ANALYSIS:
The student
demonstrates little or
no ability to critically
engage with and
analyse information
and formulate
reasoned arguments.
COMMUNICATION:
The student
demonstrates
outstanding
communication and
presentation skills.
COMMUNICATION:
The student
demonstrates
excellent
communication and
presentation skills.
COMMUNICATION:
The student
demonstrates very
good communication
and presentation
skills.
COMMUNICATION:
The student
demonstrates
competent
communication and
presentation skills.
COMMUNICATION:
The student
demonstrates
adequate
communication and
presentation skills.
COMMUNICATION:
The student
demonstrates some
communication and
presentation skills.
COMMUNICATION:
The student
demonstrates little or
no communication
and presentation
skills.
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ORGANISATION:
The student
demonstrates
outstanding self
management skills.
ORGANISATION:
The student
demonstrates
excellent self
management skills.
ORGANISATION:
The student
demonstrates very
good self
management skills.
ORGANISATION:
The student
demonstrates
competent self
management skills.
ORGANISATION:
The student
demonstrates
adequate self
management skills.
ORGANISATION:
The student
demonstrates some
self-management
skills.
ORGANISATION:
The student
demonstrates little or
no aptitude for self
management.
COLLABORATION:
The student
demonstrates
outstanding (multi
disciplinary) team
working.
COLLABORATION:
The student
demonstrates
excellent (multi
disciplinary) team
working.
COLLABORATION:
The student
demonstrates very
good (multi
disciplinary) team
working.
COLLABORATION:
The student
demonstrates
competent (multi
disciplinary) team
working.
COLLABORATION:
The student
demonstrates
adequate (multi
disciplinary) team
working.
COLLABORATION:
The student
demonstrates some
(multi-disciplinary)
team working.
COLLABORATION:
The student
demonstrates little or
no (multi-disciplinary)
team working.
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Formative assessment
Formative assessment and feedback will be integrated into the teaching delivery. This may include in
process evaluation of the quality of individual and/or group engagement with their professional portfolio
based on the Assessment Criteria for Each Component.
Summative assessment
Summative assessment will take place during the assessment of the professional portfolio. Based on the
Assessment Criteria for Each Component.
Assessment Criteria for Each Component
Explanatory comments on the assessment criteria
Marks for
each
component
Personal
development plan
• Ability to apply the underlying concepts of reflection to various
contexts including the employment context (SOAR).
• Demonstrate the development of personal responsibility and
decision-making skills necessary for employment.
• Articulate the transfer of learning from the research work to the
reflection and evaluation experience
• Retrieve, analyse, synthesise and present information from
various reliable sources (academic journals and text, company
reports) within the framework of Harvard referencing.
30%
Research essay
• Clearly defined objectives/research questions relevant to aim.
Clear focus on aims / objectives maintained throughout.
• Thorough review of appropriate secondary sources;
relationship between the literature and the research essay (i.e.
justification is linked to literature)
• Explanation and justification of an appropriate methodology –
secondary data appropriate to aims and research questions.
• Appropriate analysis of secondary data in the light of the
research objectives and questions. Clear and analytical
presentation of findings.
• Highlighting significant findings and comparing theory &
practice where appropriate
• Appropriate structure and presentation.
40%
Digital showcase of
self-reflection
• Evidence of factual knowledge and conceptual understanding
of the established principles of reflection and reflective practice
(Gibbs, Schön, Lawrence-Wilkes and Chapman).
• Demonstrate an understanding of the theoretical concepts
underpinning group development (Belbin), conflict management
(Thomas-Kilmann) and appropriate leadership styles.
• Evidence of knowledge and understanding of different learning
styles (Honey and Mumford, Kolb, VAK).
• Demonstrate creative and effective communication of the
analysis and arguments in research and personal development
plan.
• Analysis and synthesis of the reflection of own behaviour
within the ethical and problem-solving contexts.
30%
Guide to Sessions
Students will take part in a number of activities to help them achieve learning outcomes for this module.
Each week there will be 4-hour sessions in the Day and Evening & Weekend classes. The first one and a
half hours are devoted to lectures. There is a 20-minute break and the remaining two hours are devoted to
student centred activities (tutorials/seminars/workshops)
Sessions will include both tutor-led elements and student-centred activities. Students are expected to read
widely and to contribute even in tutor-led sessions by sharing their own relevant knowledge and
experience.
Student-centred activities will include workshops, case studies, quizzes, forums and discussions in order to
take part of their own learning experience.
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Most of the sessions are problem-centred, that is, students are given information concerning a particular
problem in global economies and international markets and expected to discuss with their fellow students
and develop a response to the questions arising. In order to do this, students will be expected to prepare
for these sessions through directed and self-directed study.
Student should note that in this module they have 148 hours for learning activities outside contact hours
with their lecturer and that they need to use this time effectively in order to achieve their learning outcomes.
Students are also reminded that all lecture materials (lecture notes, tutorial/seminar and workshop) are
available in the ICON VLE for download for further studies. The sessions are also recorded and can be
played back soon after the session.
Session 1
Introduction to the module
Key Concepts/Issues
Personal Development Plan
Research Essay
Self-reflection
Going over the Assignment Brief
Going over the Scheme of Work
Delivery Method
1½-hour lecture
Before
Expectations before the session
Reading on selected material in the Forum in the VLE
Participation in discussions in the Forum in the VLE
During
Q&A
Group activities in the Breakout Rooms
Group/Individual feedback in the Breakout Rooms
After
Group summaries
Class discussions
Relevance to
Assessments
The focus is on personal development planning, comparison between SWOT
and SOAR, Essay writing and reflective practices which are vital and
significant parts of PDP for the final Portfolio
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Saunders, M., Lewis, P. and Thornhill, A. (2018). Research Methods
for Business Students, Pearson
Bolton, G. (2014). Reflective Practice Writing and Professional
Development. London: Sage
Kumar, A. (2013). Personal, Academic and Career Development in Higher
Education. SOARing to Success
Independent
Learning Study
Students have 148 hours for learning activities outside contact hours with the
lecturer and that they need to use this time effectively in order to achieve their
learning outcomes.
Session 2
Personal development planning cycle
Key Concepts/Issues
Discussion on personal development planning, comparison between SWOT
and SOAR
Delivery Method
1½-hour lecture
2-hour seminar: Personal development planning cycle
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Before:
Students to research SOAR framework online and complete it.
During:
In breakout rooms
Students discuss SOAR and personal development and make
comparison between SWOT and SOAR. Watch YouTube video on
SOAR framework for strategy creation.
After:
All group summaries are uploaded onto the ICON VLE.
Teaching/Learning
At the end of the session the student will be able to:
• Discuss SOAR and personal development
• Make comparison between SWOT and SOAR
Relevance to
Assessments
In this session the focus is on personal development planning, comparison
between SWOT and SOAR, which are vital and significant part of PDP for the
final Portfolio.
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Recommended
Reading
Independent
Learning Study
Reference to
resources
Kumar, A. (2013). Personal, Academic and Career Development in Higher
Education. SOARing to Success
Independent Study
An introduction to the SOAR framework for strategy creation.
Session 3
Writing and Presenting your Portfolio
Delivery Method
1½-hour lecture
2-hour seminar: Writing and Presenting your Portfolio
Before:
Students to choose a peer reviewed journal article and note the structure
of an article.
During:
In breakout rooms
Students discuss the chosen article and decide whether they agree
with the way in which an author has structured the article and think of
ways in which they may have done this differently. Discuss for any
differences between the structures. Look through several of the
refereed academic journals that relate to their subject area.
After:
All group summaries are uploaded onto the ICON VLE.
Teaching/Learning
At the end of the session the student will be able to:
• View the writing of the essay, digital showcase of self
reflection and PDP
• Write in such a way that you can reflect on all you have
learned while conducting the research.
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• Write a final essay that presents an authoritative account on
your research.
• Ensure that your essay meets the necessity assessment
criteria. Quality of research.
Relevance to
Assessments
This session focuses on writing and presenting the portfolio and has
relevance to all the elements in the final Portfolio.
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Recommended
Reading
Independent
Learning Study
Reference to
resources
Saunders, M., Lewis, P. and Thornhill, A. (2018). Research Methods for
Business Students, Prentice Hall. Ch14
Session 4
Formulating and Clarifying the Research
Key Concepts/Issues
The requirements of the Module; scope; assessment, setting objectives and
milestones. Approaching the right Research
Delivery Methods
1½-hour lecture
2-hour seminar: Formulating and clarifying the research aim and objectives
Before:
Students to make background reading and prepare research essay question
During:
In breakout rooms
Students to have group discussions and brainstorm potential sources and
themes that they are to research for assessment and in the context of this
lecture and how their research essay may unfold realistically.
Discuss and agree the research essay question with the tutor.
After:
Summaries of group reports are uploaded onto the ICON VLE
Teaching/Learning
By the end of the session the student will be able to:
• generate ideas that will help in the choice of a suitable research topic
• identify the attributes of a good research
• turn research ideas into a research essay that has clear research
objectives.
Relevance to
assessments
This session highlights the importance of research to be carried out for essay
element 1 of the portfolio.
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Recommended
Reading
Independent
Learning Study
Key Reading: Saunders, P. Lewis and A. Thornhill, A. (2018). Research
Methods for Business Students, Prentice Hall (2018)
Ch1
Session1 slides are available electronically in the VLE
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Session 5
Reviewing Academic Literature
Key Concepts/Issues
How to critically review the literature; sources; citation methods; gathering
and organising data.
Delivery Methods
1½-hour lecture
2-hour seminar: Reviewing Academic Literature
Before:
Students find a peer reviewed journal article online and read prior to
the session
During:
In breakout rooms
Students discuss the rationale, the review of the literature and the
concluding remarks of the chosen peer reviewed journal article. They
are required to write their own Abstract to the article, set down their
key words and suggest their own title to the article.
After:
Group summaries are uploaded onto the ICON VLE.
Teaching/Learning
At the end of the session the student will be able to:
• Understand the importance and purpose of the critical literature
review to your research
• Know what you need to include when writing your critical review
• Be aware of the range of primary, secondary and tertiary literature
sources available
• Be able to identify key words and to undertake a literature search
using a range of methods
• Be able to evaluate the relevance, value and sufficiency of the
literature found
• Be able to reference the literature found accurately
• Understand what is meant by plagiarism
Relevance to
Assessments
This session highlights the importance of literature review for essay element
1 of the portfolio.
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Recommended
Reading
Independent
Learning Study
Key Reading: Saunders, M., Lewis, P. and Thornhill, A. (2018). Research
Methods for Business Students, Prentice Hall. Ch3
Session 2 slides are available electronically in the VLE
Session 6
Research Design
Key Concepts/Issues
Understand the importance of your decisions when designing research and
the need to achieve methodological coherence throughout your own research
design.
Delivery Method
1½-hour lecture
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2-hour seminar: Research Design
Before:
Students will be given two articles with different research
methodologies, they need to read prior the seminar and pay particular
attention to the research methodology adopted in each paper.
During:
In breakout rooms
Students to discuss the pros and cons of each methodology in groups
and present their findings to class.
After:
Group summaries are uploaded onto the ICON VLE.
Teaching/Learning
At the end of the session the student will be able to:
• Explain the differences between quantitative, qualitative and
multiple methods research designs and choose between these
to design your own research
• Explain the different types of research design and understand
the nature of you own research
• Identify and analyse the main research strategies
Relevance to
Assessments
The session highlights the importance of the different types of research
design and understand the nature of research. This area is crucial for the
portfolio.
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Recommended
Reading
Independent
Learning Study
Key Reading: Saunders, M., Lewis, P. and Thornhill, A. (2018). Research
Methods for Business Students, Prentice Hall. Ch5
Independent Study
Discuss implications of your research with your tutor.
Session 7
Using Secondary Data
Key Concepts/Issues
Discussion on primary and secondary data for conducting research.
Delivery Method
1½-hour lecture
2-hour seminar: Using Secondary Data
Before:
Students to conduct research and find secondary data on their chosen
industry’s environment and finalise the secondary sources for their
research essay.
During:
In breakout rooms
Students need to informally present their research essay progress to
date – including title, objectives, methodology and issues. They need
to discuss implications of the chosen methodology and discuss the
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issues and controversies that they have identified so far.
After:
Group summaries are uploaded onto the ICON VLE.
Teaching/Learning
At the end of the session the student will be able to:
• Identify the full variety of secondary data that are available
• Appreciate ways in which secondary data can be utilised to
help to answer research question(s) and to meet objectives
• Understand the advantages and disadvantages of using
secondary data
• Use a range of techniques, including published guides and the
Internet to locate secondary data;
• Apply the knowledge, skills and understanding gained to your
own research
Relevance to
Assessments
The session highlights the importance of the secondary research, which is
crucial for the research essay of the portfolio.
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Independent
Learning Study
Reference to
resources
Saunders, M., Lewis, P. and Thornhill, A. (2018). Research Methods for
Business Students, Prentice Hall. Ch8
Independent Study
Submit outline literature review to tutor
Session 8
Analysing Data
Key Concepts/Issues
Discussion on primary and secondary research
Delivery Method
1½-hour lecture
2-hour seminar: Analysing Data
Before:
Students to decide the questions the secondary research and identify
how these questions would be addressed.
During:
In breakout rooms
Students discuss and demonstrate the validity of their approaches – for
example by discussing the questions that have been decided upon for
the secondary research – and identifying how these questions would
be addressed. Discussion on the presentation of secondary data and
how the findings and analysis can be presented.
After:
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Group summaries are uploaded onto the ICON VLE.
Teaching/Learning
At the end of the session the student will be able to:
• Identify the main issues that you need to consider when
analysing and dealing with data
• Recognise different types of data
• Consider generalisability, reliability and validity issues
• Know research ethics
Relevance to
Assessments
The session focuses on the importance of analysing data on the chosen
industry, which are important consideration in the research essay.
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Recommended
Reading
Independent
Learning Study
Reference to
resources
Saunders, M., Lewis, P. and Thornhill, A. (2018). Research Methods for
Business Students, Prentice Hall. Ch9&10
Independent Study
Discuss with tutor research findings.
One to one discussion of progress so far.
Session 9
Introduction to reflection
Key Concepts/Issues
Values and principles of reflective practice
Delivery Method
1½-hour lecture
2-hour seminar: Introduction to reflection
Before:
Students complete Reflective Practice Self-Assessment Questionnaire by
Lawrence-Wilkes and Chapman.
During:
In breakout rooms
Students de-construct and discuss the results Reflective Practice Self
Assessment Questionnaire by Lawrence-Wilkes and Chapman. They
need to focus and discuss aspects of self-reflection, which is crucial for
the digital showcase of self-reflection.
After:
Group summaries are uploaded onto the ICON VLE.
Teaching/Learning
At the end of the session the student will be able to:
• Know the ‘what’ and ‘how’ of reflection
• Demonstrate the ability to relate to academic theory to the
work environment and recongnise the contribution of practice
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to the development of theory.
• Complete the Reflective Practice Self-Assessment Questionnaire
Relevance to
Assessments
The session provides introduction to reflection and self-reflection, which is
crucial for the digital showcase of self-reflection.
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Recommended
Reading
Independent
Learning Study
Reference to
resources
Bolton, G. (2014). Reflective Practice Writing and Professional Development.
London: Sage Ch 1 and 2
Independent Study
Lewis, A. V. (2013). “Reflective practice: what is it and how do I do it”?
Journal of Clinical Practice in Speech-Language Pathology, Vol.15, No.2, pp.
70-74
Session 10
Reflection on learning: self-regulation or self-liberation?
Key Concepts/Issues
Discussion on the reflection upon and evaluation of the experiences and
associated feelings, related to the research carried out in assessment
element 1.
Delivery Method
1½-hour lecture
2-hour seminar: Reflection on learning: self-regulation or self-liberation
Before:
Students complete VAK Learning Styles questionnaire.
During:
In breakout rooms
Students discuss the results of VAK Learning Styles questionnaire and
present to class. Students to reflect and evaluate their own learning
styles for the digital portfolio.
After:
The session focuses on the importance of reflection on learning. This
area is crucial for the digital showcase of self-reflection and all group
summaries are uploaded onto the ICON VLE.
Teaching/Learning
At the end of the session the student will be able to:
• Discuss theories and contexts of reflective practice (Schön,
Honey and Mumford, Gibbs and REFLECT)
• Reflect upon and evaluate the learning and commencing the
writing of the assessment element 1.
Relevance to
Assessments
The session focuses on the importance of reflection on learning. This area is
crucial for the digital showcase of self-reflection.
Page 15 of 20
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Recommended
Reading
Independent
Learning Study
Reference to
resources
Bolton, G. (2014). Reflective Practice Writing and Professional Development.
London: Sage. Ch. 3
Siebert, S. and Walsh, A. (2013). “Reflection in work-based learning: self
regulation or self-liberation”? Teaching in Higher Education, Vol.18, No.2, pp.
167-178
Session 11
Critical thinking and reflection
Key Concepts/Issues
Discussion on critical thinking and reflection
Delivery Method
1½-hour lecture
2-hour seminar: Critical thinking and reflection
Before:
Students watch videos on critical thinking.
During:
In breakout rooms
Students discuss what critical thinking is, de-construct five tips to
improve their critical thinking. They need to use the five tips to frame
their discussion on key issues experienced during the Research Essay
and this module.
After:
They need to reflect upon and evaluate the learning and commence
the writing of self-reflection. All group summaries are uploaded onto
the ICON VLE.
Teaching/Learning
At the end of the session the student will be able to:
• Analyse subjective and objective approaches to critical
thinking
• Understand levels of reflective thinking
• Demonstrate the ability to relate to academic theory to the work
environment and recognise the contribution of practice to the
development of theory.
• Confidently apply work related skills in a professional context.
• Demonstrate a critical approach to evaluation techniques and
reflective practice.
Relevance to
Assessments
The session highlights critically thinking and reflection that are crucial for all
the three elements of the portfolio.
Page 16 of 20
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Recommended
Reading
Independent
Learning Study
Reference to
resources
Bolton, G. (2014). Reflective Practice Writing and Professional Development.
London: Sage. Ch 7, 8 and 9
Independent Study
Complete Belbin’s Team Roles questionnaire and discuss results in class
Session 12
Different types of reflective writing
Key Concepts/Issues
Reflective writing and evaluating critical writing
Delivery Method
1½-hour lecture
2-hour seminar: Different types of reflective writing
Before:
Students to research GALLUP test online and identify their top 5
strengths.
During:
In breakout rooms
Students discuss their top 5 strengths. Watch YouTube videos
Managing Conflict – Thomas Kilmann Conflict Mode Instrument –
Discuss key aspects of the conflict mode instrument, also, discuss
conflicts experienced during the Research Essay and during the
degree programme.
After:
Students reflect upon and evaluate the learning from the above
session. All group summaries are uploaded onto the ICON VLE.
Teaching/Learning
At the end of the session the student will be able to:
• Demonstrate the ability to relate to academic theory to the
work environment and recognise the contribution of practice to
the development of theory.
• Confidently apply work related skills in a professional context.
• Demonstrate a critical approach to evaluation techniques and
reflective practice.
• Know about learning journals, critical incidents, diaries
• Evaluate reflective and reflexive writing
• Evaluate critical writing
• Know about Strengths Based Reflective Practice (Why
Strengths? Building on your strengths)
• Know about leadership and conflict resolution
Page 17 of 20
Relevance to
Assessments
The session focuses on reflective writing and evaluating critical writing. These
aspects are crucial for digital showcase of self-reflection and PDP.
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Recommended
Reading
Independent
Learning Study
Reference to
resources
Bolton, G. (2014) Reflective Practice Writing and Professional Development.
London: Sage. Ch 7, 8 and 9
McMillan, K. & Weyers, J. (2013) How to improve your critical thinking and
reflective skills. Harlow: Pearson. Ch 18
Independent Study
Reflecting upon and evaluating the learning and commencing the writing of
the essay
Session 13
Revision/Assessment
Key Concepts/Issues
A tutor-led, interactive revision session to recap module content and
formative feedback
Delivery Method
1½-hour lecture
2-hour seminar: Revision/Assessment
Before:
Students to look at their progress on the Professional Portfolio, look at
the assessment criteria and write any questions regarding the
assessment criteria against each element in the professional portfolio.
During:
In breakout rooms
A tutor-led, interactive session to recap and discuss the structure of the
portfolio, students to discuss and compare the portfolio with their
peers. Discussion of key issues experienced during the Portfolio and
the module. Reflect upon and evaluate the learning and working
towards the final portfolio for submission. Coursework clinic (formative
feedback and peer review), students to discuss for any differences
between the structures.
After:
Final review of progress until the submission deadline (reviewing
progress and maintaining contact with a tutor to submit by due date).
All group summaries are uploaded onto the ICON VLE.
Teaching/Learning
At the end of the session the student will be able to:
• Recap the module content
• Review the writing of the essay, digital showcase of self
reflection and PDP
• Ensure that the professional portfolio meets the assessment
criteria.
Page 18 of 20
Relevance to
Assessments
This session focuses on writing and presenting the professional portfolio
towards its final submission and ensuring full understanding of the
assessment criterial for each element in the professional portfolio.
Links to Key Skills
Activities
Knowledge base/
Analysis/Evaluation/Application
Group working/Self-evaluation/Communications/Reflective journal
Essential Reading
Recommended
Reading
Independent
Learning Study
Reference to
resources
Bolton, G. (2014). Reflective Practice Writing and Professional Development.
London: Sage. Ch 7, 8 and 9
Kumar, A. (2013) Personal, Academic and Career Development in Higher
Education. SOARing to Success
McMillan, K. & Weyers, J. (2013). How to improve your critical thinking and
reflective skills. Harlow: Pearson. Ch 18
Saunders, M., Lewis, P. and Thornhill, A. (2018). Research Methods for
Business Students, Prentice Hall. Ch14
Page 19 of 20
Recommended Reading
Main Textbooks
Saunders, M., Lewis, P. and Thornhill, A. (2018). Research Methods for Business
Students, Pearson
Bolton, G. (2014). Reflective Practice Writing and Professional Development. London:
Sage
Additional Textbooks
Baber, A., Waymon, L., Alphonso, A., and Wylde, J. (2015). Strategic connections: the
new face of networking in a collaborative world. Amacom.
Cho, J. D., and Ilasco, M. M. (2010). Creative, INC.: the ultimate guide to running a
successful freelance business. Chronicle Books.
Chatfield, T. (2017). Critical thinking: Your guide to effective argument, successful analysis
and independent study. Sage.
Citrin, M. J. (2017). The Career Playbook: Essential Advice for Today’s Aspiring Young
Professional Paperback. Currency.
Krznaric, R. (2012). How to find fulfilling work. Pan Macmillan.
Kumar, A. (2013). Personal, Academic and Career Development in Higher Education.
SOARing to Success
Parikh, S. (2015). The Consultant’s Handbook: A Practical Guide to Delivering High-value
and Differentiated Services in a Competitive Marketplace. John Wiley & Sons.
Journals
Entrepreneurship, Theory and Practice
Journal of Business Venturing
Journal of International Business Studies
Academy of Management Journal
Academy of Management Review
Journal of Management
Journal of Consumer Psychology
Journal of Consumer Research Journal of Marketing
Journal of Marketing Research
Marketing Science
International Journal of Research in Marketing
Strategic Management Journal
Annals of Tourism Research Tourism Management
Business Strategy and The Environment
Organizational Behavior and Human Decision Processes
Journal of Organizational Behavior
Operations Research
Management Science
Page 20 of 20
Journal of Product Innovation Management Work, Employment and Society
Human Resource Management Journal (UK) Enterprise and Society
Journal of Product Innovation Management
Technovation
Creativity and Innovation Management
Industry and Innovation
Websites
Reflective practice: what is it and how do I do it?

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