DEALing wisdom: enhancing business capstone with reflective learning journeys
Dr. Laura Rook | Business and Law (BAL)
Laura redesigned the curriculum of a capstone Business subject to include a Work-Integrated Learning (WIL) project, emphasising the DEAL model for critical reflection. She provided structured opportunities in workshops for students to practice reflection using the DEAL model, aiming to enhance their ability to connect theoretical knowledge with practical experiences, ultimately embedding this reflective practice into the final assessment.
Laura shares her experiences in embedding a Work-Integrated Learning (WIL) project into a capstone Business subject.
My name is Doctor Laura Rook and I teach the undergraduate business capstone in the School of Business at the University of Wollongong. The reason that I use reflection in my subject is because it is key to personal and professional growth. Through reflection, students can gain awareness and insights into their own strengths, weaknesses and values. This can then increase their self-awareness. Through this, they can take those reflective skills and transfer them to any professional endeavour. Endeavours, meaning that they can then enhance their overall career learning. There are four ways in which I embed reflection in my undergraduate capstone subject.
Firstly, I introduce the purpose and importance of reflection. In my experience, when students know the reason why they're undertaking a task, they're more likely to engage. Secondly, I introduce lots of different models of reflection. Students really get a kick out of exploring these in different ways, and having debates in class about which one suits them best. Thirdly, I embed reflection activities in the workshops. In my workshops, it's very application-based and students receive individual feedback.
In the capstone, I have used the deal model of reflection. Describe, examine and articulate learning. So what I do is I have designed some worksheets based on the deal model, and students will work through these. And we do this as a class and we receive they receive feedback on their learning. And lastly, there are students, after they have completed their embedded will project, they are asked to do a reflective pace, a summative assessment piece that is based wholly around reflection and the deal model of reflection. What I've learned from using reflection with students is that they confuse the process because cognitive process of reflection with the writing process of reflection. So we know that reflection is a cognitive process of deep thinking, of reflecting on past experiences, and then using those lessons learned in order to influence our future actions. So we need to explain that and go through that process with them.
And then the second process is the write-up. So we know that reflective writing is just a structured way of expressing those reflections. So if we could separate those two processes you're going to get much richer, deeper reflections from students. And that is something that I'm really passionate about.
My advice to others thinking about embedding and reflection is to give students the opportunity to practice. Also, don't forget, don't be afraid to role model reflective practice. You might feel a little bit silly in the beginning, but what I do is I get up there in front of the class and I demonstrate verbally how to go through each of the steps of the model that I've chosen for my subject. This might mean revealing something about your workplace or something that you've experienced, and then you go through each of the steps. Students can then feel that connection with you, and they're more likely to want to engage in the same process. And they can see the value in it because you learn from your own reflections.
Laura: In 2022, I assumed the role of coordinating the undergraduate business integrative capstone, a pivotal subject for all final-year business students with enrolments ranging from 200-300. As an educator committed to bridging theoretical knowledge and real-world application, I redesigned the subject and embedded a Work-Integrated Learning project. While reflection is integral to WIL, I noticed, after just one semester, that students faced challenges in moving beyond event descriptions, hindering their ability to make deeper connections to theory, work, and life in their final reflection writing pieces.
How?
Upon examining students' work, it became evident that relying solely on reflective prompts assumed that students possessed inherent reflective skills, a presumption disproven by the written responses received. The process below was followed to integrate the DEAL model of critical reflection into the curriculum.
Selection of a model
There are many models of reflection available to educators. The factors considered in selecting the DEAL model included:
-
- Understanding learning objectives - what skills and knowledge do you want students to gain through reflective activities?
- The subject content - Some models may align better with active learning, experiential learning, or other specific teaching methodologies.
- The subject context - Consider the unique context of your subject. For example, a subject with a strong industry focus may benefit from a reflection model that emphasises practical application and professional development.
- Explore models - Such as the Rolfe et al. Model of Critical Reflection, TEE framework, The Ellmers Model, Gibbs' Reflective Cycle, Kolb's Experiential Learning Theory. Assess the components and structure of each model.
- Review educational literature and research related to reflective practices - Identify models that have been successfully applied in similar subject areas or disciplines.
- Align with assessment methods - Ensure that the chosen reflection model aligns with your assessment methods. The model should support the goals of your assessments and contribute to meaningful evaluation.
- Continuous Improvement - Be open to refining and improving your approach based on ongoing feedback and assessment results. Continuous improvement is key to optimising the effectiveness of reflective practices in your subject.
Assigning the touchpoints — putting DEAL into practice
Students were given two opportunities to practice using the DEAL model of reflection in the fortnight two-hour workshops.
Week 2
The DEAL model of reflection was introduced. Before each in-class tutorial, students are provided access to learning materials through themed learning modules via the learning platform. The focus of the week 2 in-class tutorial was reflection and professional identity. Each step of the model was explained to students, then they were given the task of applying the model using the provided DEAL template developed specifically for the subject. The learning goal was to critically reflect on learning to develop and articulate their professional identity. The task was to use given prompts to create a reflection piece detailing a significant learning moment at work. This could be a positive moment, such as the completion of a project, or a more challenging experience, such as receiving negative feedback from a colleague or supervisor. Students worked in pairs and the tutor provided feedback and support.
Week 4
In week 4, students were provided a second opportunity to apply the DEAL model of reflection to their learning. Following the same process as in week 2, the learning goal was to critically reflect on learning and apply systems thinking principles to assess employability, identify gaps, and develop strategies for improvement. Using the developed prompts, students were to create a reflection piece detailing a group project or teamwork experience that they have been involved in, either within their academic studies or in a professional context. This experience should have multiple components and interactions, to allow you to analyse it through the lens of systems thinking.
Reflection on WIL is embedded in assessment
Reflective assessment serves to make implicit knowledge explicit, communicable, and measurable. The final assessment of the capstone is a critical reflective writing piece. The assessment centre’s not on the content of the WIL project, but on employing the DEAL model compels students to express the techniques, literacies, and insights gained from that experience.
The DEAL (Describe, Examine, Articulate Learning) model of critical reflection was developed by Ash and Clayton (2004, 2009). It is a commonly used framework in professional education, particularly in the context of work-integrated learning and reflective practices (Brooks, Harris & Clayton 2010; Glassburn, McGuire & Lay 2019).
The DEAL model consists of three sequential steps:
- Describe - Description of experiences in an objective and detailed manner
- Examine - Examination of those experiences considering specific learning goals or objectives; and
- Articulate Learning - Articulation of Learning, including goals for future action that can then be taken forward into the next experience for improved practice and further refinement of learning.
Reflection & Impact
Laura: Thinking deeply and critically about what you've learned is crucial—it's the key to really understanding and growing from your experiences.
Incorporating a structured reflection model into the concluding assessment significantly improved the overall quality of the reflections. Evident in their writing, students were able to transfer their knowledge between projects, across subjects, and into their future careers.
Advice for colleagues:
- Avoid assuming students possess the skills to reflect. If they lack this ability, reflective prompts will prove ineffective.
- The more chances students must practice reflection throughout the semester, the more proficient they will become as reflective practitioners.
- To implement a critical reflective model in an online class, consider devising an engaging and creative approach to involve students actively in the process.
- Select a model that aligns best with your subject. Keep in mind that some models may be more intricate than others.
Related resources
- Teaching reflective practice | L&T Hub collection
- Model of reflection: The Rolfe et al. model | L&T Hub article
- Model of reflection: The TEE Framework | L&T Hub article
- Model of reflection: The Ellmers Model | L&T Hub article
References
Ash, S., & Clayton, P. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 01 (Fall), 25-48. https://doi.org/10.57186/jalhe_2009_v1a2p25-48
Ash, S. L., & Clayton, P. H. (2004). The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), 137-154. https://doi.org/10.1023/b:ihie.0000048795.84634.4a
Brooks, E., Harris, C. R., & Clayton, P. H. (2010). Deepening applied learning: An enhanced case study approach using critical reflection. Journal of Applied Learning in Higher Education, 02 (Fall), 55-74. https://doi.org/10.57186/jalhe_2010_v2a4p55-76
Glassburn, S., McGuire, L. E., & Lay, K. (2019). Reflection as self-care: Models for facilitative supervision. Reflective Practice, 20(6), 692-704. https://doi.org/10.1080/14623943.2019.1674271
Lay, K., & McGuire, L. (2010). Building a lens for critical reflection and reflexivity in social work education. Social Work Education, 29(5), 539-550. https://doi.org/10.1080/02615470903159125
