Mirror, mirror on the Wall... From storytelling to reflexivity
Kimberley, Anna (2020)
Academic Conferences and Publishing Limited
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2020071647425
https://urn.fi/URN:NBN:fi-fe2020071647425
Tiivistelmä
This paper presents findings of a study designed and carried out to address the needs to develop undergraduate
students’ reflexivity skills. In qualitative research reflexivity ensures rigor, quality and trustworthiness of the research. In addition, the emergence of a reflective paradigm in higher education in the last two decades encourage self-review as well as convey practice realities. The ability to critically reflect has been identified as a crucial part of employability. With the aim to address the above needs a learning assignment was designed and incorporated into one semester International Business Communication course taught to undergraduate international business students. The storytelling assignment’ s direct aim was to develop reflexivity, both as a qualitative research skill and as a professional skill. The methodology adopted narrative analysis, with qualitative interpretation approach. The data was generated by reflective narratives created by the students. The findings of the analysis showed that the students identified reflexivity as a new concept. The concept was defined as necessary and helpful in self-development. Additionally, the reflexive narratives not only demonstrated levels of deep reflection, but also identified additional learning benefits: discovering own creative potential, strengthening confidence when dealing with unexpected and challenging situations, enhanced openness towards the immediate environment, improved understanding of otherness, and self. The above skills were identified as applicable in business and research practices. It can therefore be concluded that storytelling can be recommended as an effective tool in learning reflexivity, and qualitative research skills.
students’ reflexivity skills. In qualitative research reflexivity ensures rigor, quality and trustworthiness of the research. In addition, the emergence of a reflective paradigm in higher education in the last two decades encourage self-review as well as convey practice realities. The ability to critically reflect has been identified as a crucial part of employability. With the aim to address the above needs a learning assignment was designed and incorporated into one semester International Business Communication course taught to undergraduate international business students. The storytelling assignment’ s direct aim was to develop reflexivity, both as a qualitative research skill and as a professional skill. The methodology adopted narrative analysis, with qualitative interpretation approach. The data was generated by reflective narratives created by the students. The findings of the analysis showed that the students identified reflexivity as a new concept. The concept was defined as necessary and helpful in self-development. Additionally, the reflexive narratives not only demonstrated levels of deep reflection, but also identified additional learning benefits: discovering own creative potential, strengthening confidence when dealing with unexpected and challenging situations, enhanced openness towards the immediate environment, improved understanding of otherness, and self. The above skills were identified as applicable in business and research practices. It can therefore be concluded that storytelling can be recommended as an effective tool in learning reflexivity, and qualitative research skills.