Short answer
Design learning experiences for work placements that explicitly define and encourage the development of key professional competencies, as this will lead to more profound and critical self-reflection.
- Field
- Innovation & Design
- Source
- Arrow - TU Dublin (Technological University Dublin) (2015)
- Method
- Participatory Action Research (PAR)
- Evidence
- Strong effect
Explicitly promoting and integrating the development of graduate attributes within work-placement activities significantly improves the depth and quality of student reflection. This innovation & design research insight is drawn from a 2015 study published in Arrow - TU Dublin (Technological University Dublin). Using Participatory action research (par), researchers explored how this design variable affects real-world outcomes. The key design takeaway: Design learning experiences for work placements that explicitly define and encourage the development of key professional competencies, as this will lead to more profound and critical self-reflection.
Integrating Graduate Attributes Enhances Reflective Practice in Work Placements
Explicitly promoting and integrating the development of graduate attributes within work-placement activities significantly improves the depth and quality of student reflection.
Arrow - TU Dublin (Technological University Dublin) · 2015
Key Findings
- 01Students' initial knowledge and confidence regarding graduate attributes were low.
- 02Activities designed to promote graduate attribute awareness were successful in increasing knowledge and confidence.
- 03Explicit articulation of graduate attributes in reflective writing was directly linked to higher-order critical reflection.
- 04Incidences of reflection on graduate attributes increased significantly compared to a previous cohort.
Application
Design takeaway
Design learning experiences for work placements that explicitly define and encourage the development of key professional competencies, as this will lead to more profound and critical self-reflection.
How to apply
When designing internship or work-placement programs, develop a clear set of 'graduate attributes' or 'professional competencies' and create structured activities that prompt participants to reflect on their development in relation to these attributes.
Project actions
- 01Clearly define the 'graduate attributes' or key skills relevant to your design project.
- 02Integrate activities that prompt users to consider these attributes during their engagement with your design.
- 03Use reflective prompts that specifically ask about the development of these attributes.
Method & Evidence
Variables
Strengths & Limitations
Strengths
- +Employs a participatory action research methodology, involving users as active contributors.
- +Provides a clear link between specific interventions (graduate attribute activities) and measurable outcomes (reflection quality).
Limitations
The effectiveness of this approach may depend on the motivation of the participants and the clarity of the defined attributes.
Reliability & validity
Reliability could be enhanced through multiple coders analyzing the reflective writing. Validity is supported by the direct link observed between explicit articulation of attributes and higher-order reflection.
Think critically
To what extent does the 'participatory' aspect of the research contribute to the observed improvement in reflection, versus simply the emphasis on graduate attributes?
Design Principles
"Explicitly define and integrate desired professional competencies into practical learning experiences to foster deeper reflective practice."
This research highlights a practical method for educational institutions and industry partners to foster deeper learning and skill development during practical training. By making desired professional competencies explicit, organizations can guide participants towards more meaningful self-assessment and growth.
What This Means for Your Design
If you tell students what skills (like problem-solving or communication) are important for their work experience and give them chances to think about those skills, they will write better reflections about what they learned.
How to use in your project
- 1.Reference this study when discussing how your design project aims to foster user reflection or skill development.
- 2.Use the findings to justify the inclusion of specific reflective prompts or learning activities in your design.
Add to My Project
Quick Cite
Paragraph starter
This research demonstrates that explicitly integrating and promoting 'graduate attributes' (or desired professional competencies) within practical learning experiences significantly enhances the quality of user reflection. By providing structured opportunities for participants to consider their development in relation to these predefined attributes, design projects can foster deeper self-assessment and more critical insights into learning.
Source
Arrow - TU Dublin (Technological University Dublin)
Participatory Action Research: Effect of Emphasising Graduate Attributes on Work-Placement Reflection
journal · 2015
View sourceQuestions About This Research
- What does the research say about integrating graduate attributes enhances reflective practice in work placements?
- Design learning experiences for work placements that explicitly define and encourage the development of key professional competencies, as this will lead to more profound and critical self-reflection. Evidence: Arrow - TU Dublin (Technological University Dublin) (2015).
- Why does "Integrating Graduate Attributes Enhances Reflective Practice in Work Placements" matter for design?
- This research highlights a practical method for educational institutions and industry partners to foster deeper learning and skill development during practical training. By making desired professional competencies explicit, organizations can guide participants towards more meaningful self-assessment and growth.
- How can designers apply this research?
- Design learning experiences for work placements that explicitly define and encourage the development of key professional competencies, as this will lead to more profound and critical self-reflection.
- What were the main findings?
- Students' initial knowledge and confidence regarding graduate attributes were low.. Activities designed to promote graduate attribute awareness were successful in increasing knowledge and confidence.. Explicit articulation of graduate attributes in reflective writing was directly linked to higher-order critical reflection.. Incidences of reflection on graduate attributes increased significantly compared to a previous cohort.
- What research method was used?
- Participatory Action Research (PAR).
- How strong is the evidence?
- Evidence strength is rated Strong effect, based on a 2015 journal from Arrow - TU Dublin (Technological University Dublin).
- What should I do differently in my next project?
- When designing internship or work-placement programs, develop a clear set of 'graduate attributes' or 'professional competencies' and create structured activities that prompt participants to reflect on their development in relation to these attributes.
- What are the limitations?
- The study was specific to pharmacy technician students and may not be directly generalizable to all disciplines without adaptation.