Business and Economics

How to Structure an Individual Reflection
This assessment is to guide your reflections over the course of BEX3600:

Description
What happened?

Thoughts ad Feelings
What were you thinking and
feeling?

Analysis
Referring to the literature,
what sense can you make of
the situation?

Implications
What else could be done?
By the business, the group
or yourself?

Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further
Educational Unit, Oxford Polytechnic. Retrieved on 30 th June 2011 from
http://www2.glos.ac.uk/gdn/gibbs/index.htm
Oxford Brookes University (2009) About Gibbs’ Reflective Cycle. Retrieved on 30 th June 2011 from
http://www.brookes.ac.uk/services/upgrade/a-z/reflective_gibbs.html

BEX3600 – Learning Journal
Description of the trigger ‘event’ that occurred in class or in a bridging week: What happened?
(one or two sentences)

Thoughts and feelings: What attracted your attention? What were you thinking and feeling?

Research: What does the literature on your chosen issue state?

Analysis: What sense can you now make of the situation?

Conclusion: What did you learn about the issue, your group experience or yourself?

Action plan: What are the implications for yourself in the workplace?

 

Task (criteria) N P C D HD
Value Proposition:
A short summary that articulates student’s professional
value proposition (approx. 500 words). 30%
 Statement that articulates student’s unique offer to an
employer.
 Statement is highly convincing.
 Claims of knowledge, skills, abilities and experiences are
evidence-based

Team Reflection
A reflection on your disposition to working in teams
(approx. 500 words) 30%
 The student is able to reflect upon and apply their value to
their team.
 The student is able to reflect upon and apply their
experiences to working in teams moving forward (what
would you do different).
Most Signficant Change Story (MSC)
A reflection on one key learning from this unit, presented
as a ‘Most Significant Change’ (MSC) story, including
the implications for future and lifelong learning (500
words). 30%
 Reflective (not descriptive) with strong reference to a
significant change experience
 Students show personal insight
 Students show a strong action/s orientation arising from
their MSC, including concrete plans.
 Students give excellent-level consideration to the
implications of this MSC for their graduate transition
Professional Presentation of Learning Journal 10%
 Attention to detail
 Table of Contents assists reader to navigate document
 English expression
Grammar
 Spelling
 Referencing (where appropriate)
 Consistent format (eg font size, consistent looking doc)
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