Developing a Capacity to Engage in Critical Reflection: Students' "Ways of Knowing" within an Undergraduate Business and Accounting Programme

Autor/inn/en	Lucas, Ursula; Tan, Phaik Leng
Titel	Developing a Capacity to Engage in Critical Reflection: Students' "Ways of Knowing" within an Undergraduate Business and Accounting Programme
Quelle	In: Studies in Higher Education, 38 (2013) 1, S.104-123 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.569706
Schlagwörter	Foreign Countries; Higher Education; Epistemology; Semi Structured Interviews; Undergraduate Students; Accounting; Business Administration Education; Student Motivation; Academic Degrees; Evaluation; Transformative Learning; Student Attitudes; Learning Processes; Learner Engagement; Reflection; Critical Thinking; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erkenntnistheorie; Abrechnung; Buchführung; Buchhaltung; Schulische Motivation; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Evaluierung; Pädagogische Transformation; Schülerverhalten; Learning process; Lernprozess; Kritisches Denken; Großbritannien
Abstract	The development of a capacity to engage in critical reflection is central to higher education. However, students vary in this capacity and its development requires students to move from an absolute towards a contextual way of knowing. Using 32 semi-structured interviews, this study identifies the ways of knowing of 17 business and accounting students at a large new United Kingdom (UK) university. In this study, absolute and transitional ways of knowing were found to be predominant. This appears to be significantly related to: (1) an extrinsic motivation for studying for a UK business or accounting degree and the desire to obtain a "good degree"; (2) a strong focus on the organisation of learning, rather than on what is learnt; and (3) a strong focus on, and an unquestioning attitude to, assessment. The implications of these findings for further research and pedagogy within higher education are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10