The Learning Ex ... ts at Somerset College.pdf

space for students to comment on their perceptions of the strengths and weaknesses of the
Enterprise Culture and Workplace Experience module (See Appendix 8).
7. Reflective Log
Students were asked to keep a reflective log to record significant incidents that they experienced
during the Enterprise module. A pro-forma was designed for this purpose to encourage students
to identify key experiences, reflect on the impact of the experience on their personal and
professional development and identify how this experience could promote future learning (See
Appendix 9). Moreland (2006) suggests that routine analysis of experiences, leads to learning
and behavioural change in enterprising individuals.
Recognising that reflective writing is a skill, time was spent before the first focus group discussion
to clarify what was required in the reflective log. A guidance sheet was provided for the students
(See Appendix 10) and they were asked to write and submit a pilot log entry in the first week so
that they could be given feedback. They then recorded significant incidents in their log entries as
the term progressed. They submitted these logs at the second and third focus group meetings.
The logs could be produced electronically or in hard copy depending on the student’s preference.
8. End of module evaluation
Finally, the students completed an end of module evaluation at the end of the course. The format
for the evaluation included statements about the module delivery, space to comment on the
strengths and weaknesses of the module and a question asking how much of the module they
attended (See Appendix 11).
The initial self-assessment form was completed before the first focus group. The Log entries were
completed independently by the students. The other written forms of data collection were
completed at the start of the focus groups so that the questions the students had considered
individually were fresh in their minds to contribute to the group discussion. From a practical point
of view, it made it easier for students to submit the information.
The students were given a calendar showing when the different elements of the research would
occur. This is included in Appendix 12.
9. Timeline
January Recruit participants
February First focus group meetings and written surveys
February Sample reflective log entry for feedback
April Second focus group meetings and written surveys
Submission of reflective log entries
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