NBS8964 : Critical Reflexivity and Mastering Practice
- Offered for Year: 2024/25
- Module Leader(s): Dr Joanne James
- Lecturer: Professor Sharon Mavin
- Owning School: Newcastle University Business School
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The aim of this practice-based module is to enable learners to develop and enhance, to an advanced level, their knowledge, understanding and practice of Critical Reflexivity for Mastering Practice. This is achieved through a series of face-to-face and online learning and assessment activities, which give learners experiential learning and practice as they acquire and enhance conceptual understanding and develop work-based practice and skills. The module will provide learners with the opportunity to enhance their skills of being critically self-reflexive in order to support mastery of professional/leadership practice. Learners build upon their learning and practice development through reflexive learning and feedback activities, documentation through an e-portfolio, and through formative and summative assessment. The reflexive learning portfolio contributes, if needed, to the Level 7 Senior Leader Apprenticeship ‘End Point Assessment’. By the end of the module, learners will have:
• Learned to make sense of everyday professional/leadership practice through critical reflexivity
• Recognised the political interplay between themselves, others and their leadership/ professional practice
• Developed methods of critical reflexivity to advance mastery of professional/leadership practice
Outline Of Syllabus
The syllabus will include topics such as:
• Introduction to theories of adult development and learning
• Theories of professional identity formation
• Concepts and frameworks of reflective and reflexive practice
• Critical analysis and evaluation
• Understanding critical reflexivity including issues of power and privilege
• Methods of developing self reflexivity, working with feedback and developing critical reflexivity
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 4 | 1:00 | 4:00 | On line content to prepare for PIP study blocks |
| Guided Independent Study | Assessment preparation and completion | 60 | 1:00 | 60:00 | Independent study to prepare for assessment |
| Scheduled Learning And Teaching Activities | Lecture | 4 | 3:00 | 12:00 | PiP: Based on 4X1 day study blocks across the programme which can be pivoted on line if required |
| Guided Independent Study | Directed research and reading | 46 | 1:00 | 46:00 | To prepare for synchronous sessions and to deepen knowledge for practice application |
| Structured Guided Learning | Structured research and reading activities | 12 | 1:00 | 12:00 | Online learning activities designed to support scheduled face to face learning |
| Guided Independent Study | Skills practice | 12 | 1:00 | 12:00 | Application of learning in the work place/ professional practice |
| Guided Independent Study | Reflective learning activity | 20 | 1:00 | 20:00 | Guided reflective learning and completion of reflective practice portfolio |
| Guided Independent Study | Independent study | 24 | 1:00 | 24:00 | Flexible independent study to explore challenge and apply learning |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 6 | 1:00 | 6:00 | Module induction, online check-ins, Action learning set and assignment surgery |
| Guided Independent Study | Online Discussion | 4 | 1:00 | 4:00 | On line discussion to support scheduled learning |
| Total | 200:00 |
Teaching Rationale And Relationship
The teaching methods recognise the importance of learners learning about context, content and processes for their own individual and organisational development of advanced professional practice.
The teaching and learning methods support achievement of the module’s learning outcomes. The processes of teaching and learning, within this blended learning module, include but are not limited to the following: Face-to-face and online opportunities to acquire knowledge and understanding of theory in practice are provided through attending lectures, listening to and watching podcasts and/or videos, reading and research, and work-based and reflective learning. Learning through dialogue, discussion and collaboration, in face-to-face teaching and online, enables students to articulate, respond to and provide feedback on theory, knowledge and practice application, and to question and challenge their work-based practices. Collaborative social learning, online and in the classroom, is a hallmark of the module and will involve peer learning, co-production of knowledge and ideas about practice, and feedback.
As a post-experience programme, contextualising theory in practice requires not only academic input but also practitioners’ knowledge and expertise and, therefore, some lectures or workshops may be taught by adjunct staff. Reflection on practice, through completion of a reflective journal, supports the learner to evaluate their understanding of the relevant subject knowledge, and to question and challenge their work-based practices, through applying and integrating theory in practice.
Students are expected to enhance their face-to-face and online learning by independent reading and enquiry, for which they are given guidance on relevant materials.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | M | 100 | 3,000 word Reflective Essay drawing on a Reflective Practice log |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 1 | M | Preparation for summative assessment |
Assessment Rationale And Relationship
Formative Feedback
Formative feedback is provided throughout the module by encouraging learners to respond to questions and engage in reflexivity, dialogue, and reflexive writing in online and face-to-face contexts. Collaborative learning, online and in the classroom, is a hallmark of the module and involves co-production of knowledge and ideas about practice, and feedback.
Summative Feedback
The module assessment enables learners to achieve the learning outcomes and to consolidate their learning by articulating their conceptual understanding and how it is used in practice. The assessment has 1 component: A reflective practice log, of 3,000 words, providing evidence of engaging with a range of methods of critical reflexivity.
There is one piece of assessment : An essay of 3000 words providing evidence of engaging with a range of methods of critical reflexivity and demonstrating the learner's ability to be critically reflexive in relation to own practice.
Summative feedback on the assessment will include ‘feed forward’, enabling learners to improve future academic and/or practice action.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- NBS8964's Timetable