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The Reflective Learning Continuum: Reflecting on Reflection

University of Wisconsin–Whitewater, College of Business & Economics, Whitewater, WI 53190; e-mail: peltierj{at}uww.edu

Amanda Hay

Department of Human Resource Management, Nottingham Business School, Nottingham Trent University, United Kingdom.

William Drago

College of Business and Economics at the University of Wisconsin–Whitewater.

The importance of reflection to marketing educators is increasingly recognized. However, there is a lack of empirical research that considers reflection within the context of both the marketing and general business education literature. This article describes the use of an instrument that can be used to measure four identified levels of a reflection hierarchy: habitual action, understanding, reflection, and intensive reflection and two conditions for reflection: instructor-to-student interaction and student-to-student interaction. The authors also demonstrate the importance of reflective learning in predicting Graduates' perception of program quality. Although the focus was on assessment of MBA-level curricula, the findings have great importance to marketing education and educators.

Key Words: reflection • critical reflection • learning styles • habitual learning • deep learning

Journal of Marketing Education, Vol. 27, No. 3, 250-263 (2005)
DOI: 10.1177/0273475305279657


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