SIEN6006 Chap.11 Critical Reflection and Future Practice
Critical Reflection and Future Practice
Critical reflection turns active experience into improved future practice. The course combines reporting and responding, then moves through relating, reasoning and reconstructing. The final task uses two learning experiences connected to entrepreneurial identity and approach. Personal voice is appropriate, but a strong reflection remains analytical, evidence-based and specific about the future behaviour that changes.
Selective description orients the reader, while reasoning connects the event to course knowledge and compares plausible interpretations. Reconstruction should identify the old assumption, the evidence that disturbed it and a reviewable action for a comparable situation. Feedback, project artefacts and decision notes strengthen the account without dictating its meaning.
Reflection is not proof of permanent transformation or a promise to improve generally; it is a disciplined experiment in future practice whose conditions, behaviour and rationale can later be examined.
What this chapter covers
- 01
Reflection as purposeful learning from practice
- 02
Reporting and responding to a trigger
- 03
Relating experience to disciplinary knowledge
- 04
Reasoning about causes and effects
- 05
Reconstructing future entrepreneurial practice
Worked example · free
Reflect on a challenged recommendation
- 1Describe the recommendation, challenge and initial response selectively.
- 1Relate the episode to ecosystem dependency and collaboration.
- 1Reason about the execution-focused assumption.
- 1Reconstruct actor mapping and counter-evidence review as future practice.
- 1Support the change with project artefacts and course concepts.
Key terms
- Reflective trigger
- A reflective trigger is the experience or issue chosen for analysis.
- Relating
- Relating connects the experience to knowledge and prior practice.
- Reasoning
- Reasoning explains important causes, effects and conceptual relationships.
- Reconstructing
- Reconstructing converts new understanding into future action.
- Self-reflexivity
- Self-reflexivity examines how personal position and assumptions shape action.
Critical Reflection and Future Practice FAQ
Is reflective writing only personal description?
No. Description establishes the trigger, but postgraduate reflection connects experience to disciplinary knowledge, reasons about causes and effects, and reconstructs future practice using relevant evidence. The changed practice must be precise enough to recognise and review when a comparable situation occurs.
How should I choose two experiences?
Choose episodes with different analytical leverage. One can illuminate entrepreneurial identity, while another changes your approach to evidence, teamwork, responsibility or opportunity. Both should support specific future action.
What makes a reconstruction strong?
A strong reconstruction names the situation, changed behaviour and rationale. It is concrete enough to apply and review later, while acknowledging uncertainty or conditions that could affect the result.
Assessment move
Collect evidence of learning before drafting. Save feedback, decision notes, workshop artefacts, versions of recommendations and records of disagreement so that reflection does not depend on a polished memory. Choose two experiences with different analytical leverage: one may illuminate entrepreneurial identity, while another changes an approach to opportunity, evidence, teamwork or responsibility.
Select episodes containing a genuine tension, surprise or changed decision rather than events that merely demonstrate competence. Plan each experience through four linked moves. Report and respond selectively by establishing what happened, why it mattered and what you noticed or felt. Relate the episode to prior experience, disciplinary knowledge and other evidence.
Reason about causes, effects and competing interpretations, giving this stage the greatest analytical space. Reconstruct a future practice that names the triggering situation, observable behaviour and rationale. The moves guide depth; they need not receive equal word counts. Test the reasoning by writing the old decision rule, the evidence that disturbed it and the new rule or practice.
If those elements are vague, the response may still be a narrative of growth. Consider at least one alternative interpretation. A challenged recommendation may reflect missing ecosystem research, a team process that suppressed dissent or a client constraint that was not visible earlier. Compare the explanations and show how the chosen account changes the reconstruction. Different causes require different future practices.
Make the action reviewable. Instead of promising to communicate better, specify when an actor map will be circulated, who will be invited to identify a missing dependency, what evidence will be recorded and how unresolved disagreement will remain visible. Add the conditions that could limit the action. Reflection is not a claim of permanent personal transformation; it is an evidence-informed experiment in future practice.
Use self-assessment tools cautiously. Compare a result with observed behaviour in a particular context and avoid converting a score into identity. Connect personal voice to course concepts without letting theory replace the experience. First person is appropriate, but every interpretive claim should have a reason.
During editing, reduce chronology, remove self-congratulation and replace generic lessons with changed assumptions or decision routines. Ensure the introduction frames why the two experiences belong together and the conclusion synthesises what they reveal about identity and approach. The final reader should be able to see how course learning changed a future action, not merely that the unit felt valuable.
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