Individual codes in columns have been colour coded and matched to the overall candidate theme
Learning from
mistakes
Doing Better
This is hard
Benefits from reflection
Combating
weaknesses Self-improvement Embarrassing performance Becoming more critical
Identifying
weaknesses What works? Avoiding negativity Improving business
performance
Avoiding
disappointment Challenging yourself Avoiding drama More comfortable and confident in learning
Learning from past
mistakes Learning from others Relationship with disciplinary knowledge
Personal
development in the workplace
How to improve? Learning
strategies What to write? Improving productivity
Dealing with
criticism Development of skills Acknowledging weaknesses Improving performance at work
Turning weakness
into success Moving forward Superficial treatment Improved teamwork
Early mistakes Making progress Stuff that is
personal Being proud of achievements
Turning things
around Improving grades Being uncomfortable Improved motivation
Academic goals Embarrassing
performance Improving employability Learning how to
cope Learning is a chore Broadening my knowledge
Proving capability Bumming yourself up
Analysing academic performance
195
Reference List
Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, vol 35 (2):192 –207
Altheide, D., and Johnson, J.M. (2013). Reflections on interpretive adequacy in qualitative research. In N.K. Denzin and Y.S. Lincoln (Eds.), Collecting and
interpreting qualitative materials (4thed), Thousand Oaks, CA, USA: SAGE, 381-
411
Anderson, C. and Day, K. (2005). Purposive environments: Engaging students in the values and practices of history, Higher Education, vol 49 (3):319–343
Anderson, C. and Hounsell D. (2007). Knowledge practices: Doing the subject in undergraduate courses, The Curriculum Journal, vol 18 (4):463-478
Arends, J. (2014). The role of rationality in transformative education, Journal of
Transformative Education, vol 12 (4):356-367
Aristotle, (1999). Nicomachean ethics, (T. Irwin, Trans) Indianapolis, Hackett
Aronowitz, S. (2008). Against Schooling: For an Education That Matters, Boulder, Colorado, Paradigm Publishers
Arrow, K. (1997). The benefits of education and the formation of preferences in J. R. Behrman and N. Stacy (Eds.) The Social Benefits of Education. Ann Arbor, USA, University of Michigan Press,11-16
Ashworth, P. (2004). Understanding as the transformation of what is already known, Teaching in Higher Education, vol, 9 (2):147-158
Asselin, M.E. (2011). Reflective Narrative: A Tool for Learning through Practice,
196 Atkins, L. and Wallace, S. (2012). Qualitative Research in Education, London, SAGE
Barnett, R. (2000). Supercomplexity and the Curriculum, Studies in Higher
Education, vol 25, (3):255-265
Barnett, R. (2007). Learning for an Unknown Future, Higher Education Research
and Development, vol 23 (3):247-260
Barnett, R. (2009.) Knowing and becoming in the higher education curriculum,
Studies in Higher Education, vol 34 (4):429-440
Barton, G. and Ryan, M. (2014). Multimodal approaches to reflective teaching and assessment in higher education, Higher Education Research and
Development, vol 33 (3):409-424
Barrie, S.C. (2006). Understanding what we mean by the generic attributes of graduates. Higher Education, vol 51 (2):215–41
Bathmaker, A.M. (2003). The Expansion of Higher Education: A Consideration of Control, Funding and Quality in Bartlett, S. and Burton, D. (Eds) Education
Studies: Essential Issues, London, SAGE, 169-189
Bauman, Z. (2005) Education in Liquid Modernity. Review of Education,
Pedagogy, and Cultural Studies, vol 27 (4):303–317
Bauman, Z. (2008) Does Ethics Have a Chance in a World of Consumers? Cambridge, Harvard University Press
Berger, R. (2015). Now I see it, now I don’t: researcher’s position and reflexivity in qualitative research, Qualitative Research, vol 15, (2):219-234
Bernstein, R. (1976) The restructuring of social and political theory, Philadelphia, USA, University of Pennsylvania Press
197 Best, S. (2017). Education in the interregnum: an evaluation of Zygmunt
Bauman’s liquid-turn writing on education, British Journal of Sociology of
Education, vol 38(2):203-220
Black, P.E. and Plowright, D. (2010). A Multidimensional model of reflective learning for professional development, Reflective Practice: International and
Multidisciplinary Perspectives, vol 11 (2):245-258
Bleakley, A. (2000). Adrift without a life belt: Reflective self-assessment in a post-modern age, Teaching in Higher Education, vol 5 (4):405-418
Bolton, G. (2010). Reflective Practice, London, SAGE
Boud, D. and Walker, D. (2002). Promoting reflection in professional courses, in R Harrison, F Reeve, A Hanson and J Clarke (Eds), Supporting lifelong learning:
Perspectives on Learning, London, Open University Press, 91-110
Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste, London, Routledge
Boyles, D. (2006). Dewey’s epistemology: An argument for warranted assertions, knowing, and meaningful classroom practice. Educational Theory, vol 56:57–68
BPP, (2013). Reflective Practice: A non-negotiable requirement for an effective
educator, A BPP Learning and Teaching Working Paper, available
from www.bpp.com/delegate/r/.../bpp_publications_reflective_practice_march _2013.pdf [Accessed 16/02/17]
Braun, V. and Clarke, V. (2008). Using thematic analysis in psychology,
Qualitative Research in Psychology, vol 3 (2):77-101
Braun, V. and Clarke, V. (2013). Successful Qualitative Research: a practical
198 Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education
Research and Development, vol 28, (1):31–44
Brookfield, S. (1990). Using Critical Incidents to Explore Learners’ Assumptions, in J. Mezirow (Ed) Fostering Critical Reflection in Adulthood: A Guide to
Transformative and Emancipatory Learning, San Francisco, USA, Jossey-
Bass,177-193
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San-Francisco, Jossey-Bass
Brookfield, S. (2000). The concept of critically reflective practice. In A. Wilson and B. Hayes (Eds.), Handbook of adult and continuing education, San Francisco: Jossey-Bass,33-50
Brookfield, S. (2002). Overcoming alienation as the practice of adult education: The contribution of Erich Fromm to a critical theory of adult learning and
education, Adult Education Quarterly, vol 52(2):96-111
Brookfield, S. (2010). Critical Reflection as an Adult Learning Process in Lyons N (Ed) Handbook of Reflection and Reflective Inquiry: Mapping a Way of Knowing
for Professional Reflective Inquiry, New York, Springer,215-236
Brookfield, S. (2012). Critical theory and transformative learning. In E. W. Taylor and P. Cranton (eds.), Handbook of transformative learning theory: Theory,
research and practice, San Francisco, USA, Jossey-Bass,131-146
Brown, P., Hesketh, A. and Williams, S. (2004). The mismanagement of talent:
Employability and jobs in the knowledge economy. Oxford: Oxford University
Press
Brown, P., and Tannock, S. (2009). Education, meritocracy and the global war for talent. Journal of Education Policy, vol 24, (4):377–92
199 Brunila, K. and Piivonen, P. (2016.) Preoccupied with the self: towards self- responsible, enterprising, flexible and self-centred subjectivity in education,
Discourse: Studies in the Cultural Politics of Education, vol 37 (1):56-69
Bush, H. and Bissell, V. (2008). The Evaluation of an Approach to Reflective Learning in the Undergraduate Dental Curriculum. European Journal of Dental
Education, vol 12 (2):103–10
Business, Industry and Higher Education Collaboration Council. (2007). Graduate
employability skills. Canberra, Australia
Cameron, S. (1999). The Business Student’s Handbook: Skills for Study and
Employment, (5th ed), Harlow, Prentice Hall
Cameron, R.A. and O'Leary, C. (2015). Improving Ethical Attitudes or Simply Teaching Ethical Codes: The Reality of Accounting Ethics Education, Accounting
Education, vol 24 (4):275-290
Campbell, D.T. (1988). Methodology and Epistemology for Social Science:
selected papers, Chicago, USA, University of Chicago
Carlsen, A., Rudningen, G. and Mortensen, T.F. (2014). Playing the Cards: Using Collaborative Artifacts With Thin Categories to Make Research Co-Generative,
Journal of Management Inquiry, vol 23 (3): 294–313
Cathro, V., O’Kane, P. and Gilbertson, D. (2017). Assessing reflection:
understanding skill development through reflective learning journals, Education
and Training, vol 59 (4):1-29
Catterall, M. and Ibbotson, P. (2000). Using Projective Techniques in Education Research, British Educational Research Journal, vol 26 (2):245-256
Chamberlain, K., Cain, T., Sheridan, J. and Dupuis, A. (2011). Pluralisms in Qualitative Research: From Multiple Methods to Integrated Methods, Qualitative