Page 1 of 20 ICON COLLEGE OF TECHNOLOGY AND MANAGEMENTCrafting Your Future: Professional Practice and ResearchScheme of WorkSession: February 2021Module Aim:To apply the full range of learning material and learning experiences from your degree programme toan independent portfolio, which should demonstrate professional-standard work in a coherentnarrative of practice and research.Programme Title BSc (Hons) Business & Management Top UpModule code and title BUS113 Crafting Your Future: Professional Practice andResearchModule Type CompulsoryModule Level and CreditValueLevel 6 20 Credit The professional portfolio, as culmination of your degree experience, is intended to showcaseyour best work and to produce a coherent narrative of skills and interests. This will help you toposition yourself as a professional in your preferred sector and enable you to reflect on yourdevelopment in productive ways.The portfolio has three components. One of these is a digital showcase of professionalpractice, which constitutes further development of coursework selected and situated around acommon theme. The second component is an industry analysis, a thoroughly researchedessay examining the market, industry or sector you wish to enter in terms of its direction andopportunities, your specialised skillset and its place in relation to opportunities. The finalcomponent is a personal development plan.The module will include weekly lectures, group seminars, and one-to-one supervisions, tosupport you in multiple ways as you carry out this final piece of work.• Self-management• Research & Analysis• Critical Reflection• Communication• Project ManagementLearning Outcomes 3, 4 and 6 At the end of the module, you will be able to:LO No.LO nameLevel 6LO3INDUSTRYEvaluate the development of your creative and ethicalleadership skills in a real world environment.LO4RESEARCHApply a justified systematic approach to researchmethodology and demonstrate advanced information skills.LO6COMMUNICATIONProduce persuasive communications regarding information,ideas, problems and solutions to identified specialist and/ornon-specialist audiences. Page 2 of 20The assessment for this module is informed by the learning and experiences in your degreeprogramme to conduct research thoroughly and write an essay examining the market,industry or sector you wish to enter in terms of its direction and opportunities, your specialisedskillset and its place in relation to opportunities. The following summaries will aid yourunderstanding of the assessment requirements.Portfolio: ‘The term portfolio is used as a catch-all that covers a wide range of methods forcollating learning material and assessed work’ (McMillan and Weyers, 2008, p.38). For thepurposes of this assessment, your professional portfolio will include the research and analysisyou completed in the research essay on an industry or sector of your choice to positionyourself as a professional in your preferred industry/sector that enable you to reflect on yourdevelopment in productive ways. The information collated from the research in the essay andyour experiences, skills and associated feelings in your degree programme will inform thecompletion of your Self-Reflection and Career and Personal Development Plan.Page 3 of 20UNDERGRADUATE COMMON ASSESSMENT CRITERIA (1st) 85-100%OUTSTANDING(1st) 70-84%EXCELLENT(2:1) 60-69%VERY GOOD(2:2) 50-59%COMPETENT(3rd) 40-49%ADEQUATEFail 30-39%MARGINAL FAILFail 0-29%FAILAchieved therequired learningoutcomesAchieved therequired learningoutcomesAchieved therequired learningoutcomesAchieved therequired learningoutcomesAchieved therequired learningoutcomes with aminimally adequateresponse.The student hasFailed to achieve therequired learningoutcomes.The student hasFailed to achieve therequired learningoutcomes.Subject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsSubject knowledgeand skillsPROCESS:The studentdemonstratesoutstandingideas generation,problem solving,concepts, technicalcompetency andproposals in responseto set briefs and/orself-initiated activity.PROCESS:The studentdemonstratesexcellent ideasgeneration, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.PROCESS:The studentdemonstrates verygood ideasgeneration, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.PROCESS:The studentdemonstrates thecompetent ability togenerate ideas,problem solving,concepts, technicalcompetency andproposals in responseto set briefs and/orself-initiated activity.PROCESS:The studentdemonstrates anadequate ability togenerate ideas,problem solving,concepts, technicalcompetency andproposals in responseto set briefs and/orself-initiated activity.PROCESS:The studentdemonstrates someability to generateideas, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.PROCESS:The studentdemonstrates little orno ability to generateideas, problemsolving, concepts,technical competencyand proposals inresponse to set briefsand/or self-initiatedactivity.INNOVATION:The studentdemonstratesoutstanding,independent practice,experimentation, risktaking, creativity (i.e.new ideas and/orsolutions), extensiveand insightful enquiryinto their disciplineand the motivation toadvance it.INNOVATION:The studentdemonstratesexcellentindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) and indepth enquiry intotheir discipline.INNOVATION:The studentdemonstrates verygood evidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) and indepth enquiry intotheir discipline.INNOVATION:The studentdemonstratescompetent evidenceof independentpractice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline.INNOVATION:The studentdemonstratesadequate evidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline.INNOVATION:The studentdemonstrates someevidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline.INNOVATION:The studentdemonstrates little orno evidence ofindependent practice,experimentation, risktaking, creativity,originality (i.e. newideas and/orsolutions) andenquiry into theirdiscipline. Page 4 of 20 INDUSTRY:The student’s workdemonstrates anoutstanding, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates anexcellent, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates a verygood, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates acompetent, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates anadequate, ethicallyinformed, real-worldexperience ofindustry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates someethically informed,real-world experienceof industry/businessenvironments andmarkets.INDUSTRY:The student’s workdemonstrates little orno ethically informedreal-world experienceof industry/businessenvironments andmarkets.Generic and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsGeneric and graduateskillsRESEARCH:The studentdemonstratesoutstanding researchand information skills.RESEARCH:The studentdemonstratesexcellent researchand information skills.RESEARCH:The studentdemonstrates verygood research andinformation skills.RESEARCH:The studentdemonstratescompetent researchand information skills.RESEARCH:The studentdemonstratesadequate researchand information skills.RESEARCH:The studentdemonstrates someresearch andinformation skills.RESEARCH:The studentdemonstrates little orno research andinformation skills.ANALYSIS:The studentdemonstrates anoutstanding ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates anexcellent ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates a verygood ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates acompetent ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstratesadequate ability tocritically engage withand analyseinformation andformulate reasonedarguments.ANALYSIS:The studentdemonstrates someability to criticallyengage with andanalyse informationand formulatereasoned arguments.ANALYSIS:The studentdemonstrates little orno ability to criticallyengage with andanalyse informationand formulatereasoned arguments.COMMUNICATION:The studentdemonstratesoutstandingcommunication andpresentation skills.COMMUNICATION:The studentdemonstratesexcellentcommunication andpresentation skills.COMMUNICATION:The studentdemonstrates verygood communicationand presentationskills.COMMUNICATION:The studentdemonstratescompetentcommunication andpresentation skills.COMMUNICATION:The studentdemonstratesadequatecommunication andpresentation skills.COMMUNICATION:The studentdemonstrates somecommunication andpresentation skills.COMMUNICATION:The studentdemonstrates little orno communicationand presentationskills. Page 5 of 20 ORGANISATION:The studentdemonstratesoutstanding selfmanagement skills.ORGANISATION:The studentdemonstratesexcellent selfmanagement skills.ORGANISATION:The studentdemonstrates verygood selfmanagement skills.ORGANISATION:The studentdemonstratescompetent selfmanagement skills.ORGANISATION:The studentdemonstratesadequate selfmanagement skills.ORGANISATION:The studentdemonstrates someself-managementskills.ORGANISATION:The studentdemonstrates little orno aptitude for selfmanagement.COLLABORATION:The studentdemonstratesoutstanding (multidisciplinary) teamworking.COLLABORATION:The studentdemonstratesexcellent (multidisciplinary) teamworking.COLLABORATION:The studentdemonstrates verygood (multidisciplinary) teamworking.COLLABORATION:The studentdemonstratescompetent (multidisciplinary) teamworking.COLLABORATION:The studentdemonstratesadequate (multidisciplinary) teamworking.COLLABORATION:The studentdemonstrates some(multi-disciplinary)team working.COLLABORATION:The studentdemonstrates little orno (multi-disciplinary)team working. Page 6 of 20Formative assessmentFormative assessment and feedback will be integrated into the teaching delivery. This may include inprocess evaluation of the quality of individual and/or group engagement with their professional portfoliobased on the Assessment Criteria for Each Component.Summative assessmentSummative assessment will take place during the assessment of the professional portfolio. Based on theAssessment Criteria for Each Component.Assessment Criteria for Each Component Explanatory comments on the assessment criteriaMarks foreachcomponentPersonaldevelopment plan• Ability to apply the underlying concepts of reflection to variouscontexts including the employment context (SOAR).• Demonstrate the development of personal responsibility anddecision-making skills necessary for employment.• Articulate the transfer of learning from the research work to thereflection and evaluation experience• Retrieve, analyse, synthesise and present information fromvarious reliable sources (academic journals and text, companyreports) within the framework of Harvard referencing.30%Research essay• Clearly defined objectives/research questions relevant to aim.Clear focus on aims / objectives maintained throughout.• Thorough review of appropriate secondary sources;relationship between the literature and the research essay (i.e.justification is linked to literature)• Explanation and justification of an appropriate methodology –secondary data appropriate to aims and research questions.• Appropriate analysis of secondary data in the light of theresearch objectives and questions. Clear and analyticalpresentation of findings.• Highlighting significant findings and comparing theory &practice where appropriate• Appropriate structure and presentation.40%Digital showcase ofself-reflection• Evidence of factual knowledge and conceptual understandingof the established principles of reflection and reflective practice(Gibbs, Schön, Lawrence-Wilkes and Chapman).• Demonstrate an understanding of the theoretical conceptsunderpinning group development (Belbin), conflict management(Thomas-Kilmann) and appropriate leadership styles.• Evidence of knowledge and understanding of different learningstyles (Honey and Mumford, Kolb, VAK).• Demonstrate creative and effective communication of theanalysis and arguments in research and personal developmentplan.• Analysis and synthesis of the reflection of own behaviourwithin the ethical and problem-solving contexts.30% Guide to SessionsStudents will take part in a number of activities to help them achieve learning outcomes for this module.Each week there will be 4-hour sessions in the Day and Evening & Weekend classes. The first one and ahalf hours are devoted to lectures. There is a 20-minute break and the remaining two hours are devoted tostudent centred activities (tutorials/seminars/workshops)Sessions will include both tutor-led elements and student-centred activities. Students are expected to readwidely and to contribute even in tutor-led sessions by sharing their own relevant knowledge andexperience.Student-centred activities will include workshops, case studies, quizzes, forums and discussions in order totake part of their own learning experience.Page 7 of 20Most of the sessions are problem-centred, that is, students are given information concerning a particularproblem in global economies and international markets and expected to discuss with their fellow studentsand develop a response to the questions arising. In order to do this, students will be expected to preparefor these sessions through directed and self-directed study.Student should note that in this module they have 148 hours for learning activities outside contact hourswith their lecturer and that they need to use this time effectively in order to achieve their learning outcomes.Students are also reminded that all lecture materials (lecture notes, tutorial/seminar and workshop) areavailable in the ICON VLE for download for further studies. The sessions are also recorded and can beplayed back soon after the session. Session 1Introduction to the moduleKey Concepts/IssuesPersonal Development PlanResearch EssaySelf-reflectionGoing over the Assignment BriefGoing over the Scheme of WorkDelivery Method1½-hour lectureBeforeExpectations before the sessionReading on selected material in the Forum in the VLEParticipation in discussions in the Forum in the VLEDuringQ&AGroup activities in the Breakout RoomsGroup/Individual feedback in the Breakout RoomsAfterGroup summariesClass discussionsRelevance toAssessmentsThe focus is on personal development planning, comparison between SWOTand SOAR, Essay writing and reflective practices which are vital andsignificant parts of PDP for the final PortfolioLinks to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingSaunders, M., Lewis, P. and Thornhill, A. (2018). Research Methodsfor Business Students, PearsonBolton, G. (2014). Reflective Practice Writing and ProfessionalDevelopment. London: SageKumar, A. (2013). Personal, Academic and Career Development in HigherEducation. SOARing to SuccessIndependentLearning StudyStudents have 148 hours for learning activities outside contact hours with thelecturer and that they need to use this time effectively in order to achieve theirlearning outcomes.Session 2Personal development planning cycleKey Concepts/IssuesDiscussion on personal development planning, comparison between SWOTand SOARDelivery Method1½-hour lecture2-hour seminar: Personal development planning cycle Page 8 of 20 Before:Students to research SOAR framework online and complete it.During:In breakout roomsStudents discuss SOAR and personal development and makecomparison between SWOT and SOAR. Watch YouTube video onSOAR framework for strategy creation.After:All group summaries are uploaded onto the ICON VLE.Teaching/LearningAt the end of the session the student will be able to:• Discuss SOAR and personal development• Make comparison between SWOT and SOARRelevance toAssessmentsIn this session the focus is on personal development planning, comparisonbetween SWOT and SOAR, which are vital and significant part of PDP for thefinal Portfolio.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyReference toresourcesKumar, A. (2013). Personal, Academic and Career Development in HigherEducation. SOARing to SuccessIndependent StudyAn introduction to the SOAR framework for strategy creation.Session 3Writing and Presenting your PortfolioDelivery Method1½-hour lecture2-hour seminar: Writing and Presenting your PortfolioBefore:Students to choose a peer reviewed journal article and note the structureof an article.During:In breakout roomsStudents discuss the chosen article and decide whether they agreewith the way in which an author has structured the article and think ofways in which they may have done this differently. Discuss for anydifferences between the structures. Look through several of therefereed academic journals that relate to their subject area.After:All group summaries are uploaded onto the ICON VLE.Teaching/LearningAt the end of the session the student will be able to:• View the writing of the essay, digital showcase of selfreflection and PDP• Write in such a way that you can reflect on all you havelearned while conducting the research. Page 9 of 20 • Write a final essay that presents an authoritative account onyour research.• Ensure that your essay meets the necessity assessmentcriteria. Quality of research.Relevance toAssessmentsThis session focuses on writing and presenting the portfolio and hasrelevance to all the elements in the final Portfolio.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyReference toresourcesSaunders, M., Lewis, P. and Thornhill, A. (2018). Research Methods forBusiness Students, Prentice Hall. Ch14Session 4Formulating and Clarifying the ResearchKey Concepts/IssuesThe requirements of the Module; scope; assessment, setting objectives andmilestones. Approaching the right ResearchDelivery Methods1½-hour lecture2-hour seminar: Formulating and clarifying the research aim and objectivesBefore:Students to make background reading and prepare research essay questionDuring:In breakout roomsStudents to have group discussions and brainstorm potential sources andthemes that they are to research for assessment and in the context of thislecture and how their research essay may unfold realistically.Discuss and agree the research essay question with the tutor.After:Summaries of group reports are uploaded onto the ICON VLETeaching/LearningBy the end of the session the student will be able to:• generate ideas that will help in the choice of a suitable research topic• identify the attributes of a good research• turn research ideas into a research essay that has clear researchobjectives.Relevance toassessmentsThis session highlights the importance of research to be carried out for essayelement 1 of the portfolio.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyKey Reading: Saunders, P. Lewis and A. Thornhill, A. (2018). ResearchMethods for Business Students, Prentice Hall (2018)Ch1Session1 slides are available electronically in the VLE Page 10 of 20 Session 5Reviewing Academic LiteratureKey Concepts/IssuesHow to critically review the literature; sources; citation methods; gatheringand organising data.Delivery Methods1½-hour lecture2-hour seminar: Reviewing Academic LiteratureBefore:Students find a peer reviewed journal article online and read prior tothe sessionDuring:In breakout roomsStudents discuss the rationale, the review of the literature and theconcluding remarks of the chosen peer reviewed journal article. Theyare required to write their own Abstract to the article, set down theirkey words and suggest their own title to the article.After:Group summaries are uploaded onto the ICON VLE.Teaching/LearningAt the end of the session the student will be able to:• Understand the importance and purpose of the critical literaturereview to your research• Know what you need to include when writing your critical review• Be aware of the range of primary, secondary and tertiary literaturesources available• Be able to identify key words and to undertake a literature searchusing a range of methods• Be able to evaluate the relevance, value and sufficiency of theliterature found• Be able to reference the literature found accurately• Understand what is meant by plagiarismRelevance toAssessmentsThis session highlights the importance of literature review for essay element1 of the portfolio.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyKey Reading: Saunders, M., Lewis, P. and Thornhill, A. (2018). ResearchMethods for Business Students, Prentice Hall. Ch3Session 2 slides are available electronically in the VLESession 6Research DesignKey Concepts/IssuesUnderstand the importance of your decisions when designing research andthe need to achieve methodological coherence throughout your own researchdesign.Delivery Method1½-hour lecture Page 11 of 20 2-hour seminar: Research DesignBefore:Students will be given two articles with different researchmethodologies, they need to read prior the seminar and pay particularattention to the research methodology adopted in each paper.During:In breakout roomsStudents to discuss the pros and cons of each methodology in groupsand present their findings to class.After:Group summaries are uploaded onto the ICON VLE.Teaching/LearningAt the end of the session the student will be able to:• Explain the differences between quantitative, qualitative andmultiple methods research designs and choose between theseto design your own research• Explain the different types of research design and understandthe nature of you own research• Identify and analyse the main research strategiesRelevance toAssessmentsThe session highlights the importance of the different types of researchdesign and understand the nature of research. This area is crucial for theportfolio.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyKey Reading: Saunders, M., Lewis, P. and Thornhill, A. (2018). ResearchMethods for Business Students, Prentice Hall. Ch5Independent StudyDiscuss implications of your research with your tutor.Session 7Using Secondary DataKey Concepts/IssuesDiscussion on primary and secondary data for conducting research.Delivery Method1½-hour lecture2-hour seminar: Using Secondary DataBefore:Students to conduct research and find secondary data on their chosenindustry’s environment and finalise the secondary sources for theirresearch essay.During:In breakout roomsStudents need to informally present their research essay progress todate – including title, objectives, methodology and issues. They needto discuss implications of the chosen methodology and discuss the Page 12 of 20 issues and controversies that they have identified so far.After:Group summaries are uploaded onto the ICON VLE.Teaching/LearningAt the end of the session the student will be able to:• Identify the full variety of secondary data that are available• Appreciate ways in which secondary data can be utilised tohelp to answer research question(s) and to meet objectives• Understand the advantages and disadvantages of usingsecondary data• Use a range of techniques, including published guides and theInternet to locate secondary data;• Apply the knowledge, skills and understanding gained to yourown researchRelevance toAssessmentsThe session highlights the importance of the secondary research, which iscrucial for the research essay of the portfolio.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingIndependentLearning StudyReference toresourcesSaunders, M., Lewis, P. and Thornhill, A. (2018). Research Methods forBusiness Students, Prentice Hall. Ch8Independent StudySubmit outline literature review to tutorSession 8Analysing DataKey Concepts/IssuesDiscussion on primary and secondary researchDelivery Method1½-hour lecture2-hour seminar: Analysing DataBefore:Students to decide the questions the secondary research and identifyhow these questions would be addressed.During:In breakout roomsStudents discuss and demonstrate the validity of their approaches – forexample by discussing the questions that have been decided upon forthe secondary research – and identifying how these questions wouldbe addressed. Discussion on the presentation of secondary data andhow the findings and analysis can be presented.After: Page 13 of 20 Group summaries are uploaded onto the ICON VLE.Teaching/LearningAt the end of the session the student will be able to:• Identify the main issues that you need to consider whenanalysing and dealing with data• Recognise different types of data• Consider generalisability, reliability and validity issues• Know research ethicsRelevance toAssessmentsThe session focuses on the importance of analysing data on the chosenindustry, which are important consideration in the research essay.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyReference toresourcesSaunders, M., Lewis, P. and Thornhill, A. (2018). Research Methods forBusiness Students, Prentice Hall. Ch9&10Independent StudyDiscuss with tutor research findings.One to one discussion of progress so far.Session 9Introduction to reflectionKey Concepts/IssuesValues and principles of reflective practiceDelivery Method1½-hour lecture2-hour seminar: Introduction to reflectionBefore:Students complete Reflective Practice Self-Assessment Questionnaire byLawrence-Wilkes and Chapman.During:In breakout roomsStudents de-construct and discuss the results Reflective Practice SelfAssessment Questionnaire by Lawrence-Wilkes and Chapman. Theyneed to focus and discuss aspects of self-reflection, which is crucial forthe digital showcase of self-reflection.After:Group summaries are uploaded onto the ICON VLE.Teaching/LearningAt the end of the session the student will be able to:• Know the ‘what’ and ‘how’ of reflection• Demonstrate the ability to relate to academic theory to thework environment and recongnise the contribution of practice Page 14 of 20 to the development of theory.• Complete the Reflective Practice Self-Assessment QuestionnaireRelevance toAssessmentsThe session provides introduction to reflection and self-reflection, which iscrucial for the digital showcase of self-reflection.Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyReference toresourcesBolton, G. (2014). Reflective Practice Writing and Professional Development.London: Sage Ch 1 and 2Independent StudyLewis, A. V. (2013). “Reflective practice: what is it and how do I do it”?Journal of Clinical Practice in Speech-Language Pathology, Vol.15, No.2, pp.70-74Session 10Reflection on learning: self-regulation or self-liberation?Key Concepts/IssuesDiscussion on the reflection upon and evaluation of the experiences andassociated feelings, related to the research carried out in assessmentelement 1.Delivery Method1½-hour lecture2-hour seminar: Reflection on learning: self-regulation or self-liberationBefore:Students complete VAK Learning Styles questionnaire.During:In breakout roomsStudents discuss the results of VAK Learning Styles questionnaire andpresent to class. Students to reflect and evaluate their own learningstyles for the digital portfolio.After:The session focuses on the importance of reflection on learning. Thisarea is crucial for the digital showcase of self-reflection and all groupsummaries are uploaded onto the ICON VLE.Teaching/LearningAt the end of the session the student will be able to:• Discuss theories and contexts of reflective practice (Schön,Honey and Mumford, Gibbs and REFLECT)• Reflect upon and evaluate the learning and commencing thewriting of the assessment element 1.Relevance toAssessmentsThe session focuses on the importance of reflection on learning. This area iscrucial for the digital showcase of self-reflection. Page 15 of 20 Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyReference toresourcesBolton, G. (2014). Reflective Practice Writing and Professional Development.London: Sage. Ch. 3Siebert, S. and Walsh, A. (2013). “Reflection in work-based learning: selfregulation or self-liberation”? Teaching in Higher Education, Vol.18, No.2, pp.167-178Session 11Critical thinking and reflectionKey Concepts/IssuesDiscussion on critical thinking and reflectionDelivery Method1½-hour lecture2-hour seminar: Critical thinking and reflectionBefore:Students watch videos on critical thinking.During:In breakout roomsStudents discuss what critical thinking is, de-construct five tips toimprove their critical thinking. They need to use the five tips to frametheir discussion on key issues experienced during the Research Essayand this module.After:They need to reflect upon and evaluate the learning and commencethe writing of self-reflection. All group summaries are uploaded ontothe ICON VLE.Teaching/LearningAt the end of the session the student will be able to:• Analyse subjective and objective approaches to criticalthinking• Understand levels of reflective thinking• Demonstrate the ability to relate to academic theory to the workenvironment and recognise the contribution of practice to thedevelopment of theory.• Confidently apply work related skills in a professional context.• Demonstrate a critical approach to evaluation techniques andreflective practice.Relevance toAssessmentsThe session highlights critically thinking and reflection that are crucial for allthe three elements of the portfolio. Page 16 of 20 Links to Key SkillsActivitiesKnowledge base/Analysis/Evaluation/ApplicationGroup working/Self-evaluation/Communications/Reflective journalEssential ReadingRecommendedReadingIndependentLearning StudyReference toresourcesBolton, G. (2014). Reflective Practice Writing and Professional Development.London: Sage. Ch 7, 8 and 9Independent StudyComplete Belbin’s Team Roles questionnaire and discuss results in classSession 12Different types of reflective writingKey Concepts/IssuesReflective writing and evaluating critical writingDelivery Method1½-hour lecture2-hour seminar: Different types of reflective writingBefore:Students to research GALLUP test online and identify their top 5strengths.During:In breakout roomsStudents discuss their top 5 strengths. Watch YouTube videosManaging Conflict – Thomas Kilmann Conflict Mode Instrument –Discuss key aspects of the conflict mode instrument, also, discussconflicts experienced during the Research Essay and during thedegree programme.After:Students reflect upon and evaluate the learning from the abovesession. All group summaries are uploaded onto the ICON VLE.Teaching/LearningAt the end of the session the student
