The purpose of this paper is to analyze students' reflective writing in terms of identifiable outcomes and explore students' thoughts on reflection and reflective writing as a process.
A mixed methods approach is taken with a qualitative analysis of 116 written reflections from MA Librarianship studying management over an eight‐month period. A quantitative statistical analysis assesses the relationships between reflective writing and a number of possible outcomes identified from the literature.
A significant relationship is found between seven of eight outcomes tested; academic learning, the need for self‐development, actual self‐development, critical review, awareness of ones' own mental functions, decision making and empowerment and emancipation. There is some evidence of a relationship between non‐academic learning and reflective writing, but it is not significant. A number of themes emerged from the reflective writings regarding reflection itself, with students seeing reflection as a positive activity, with benefits for the individual, groups and in the workplace, and identifying reflection as a skill that can be practiced and developed.
Reflection and reflective writing as a management skill has potential benefits for personal and professional development and improving work‐based practice.
This paper differs from the previous literature in presenting statistical evidence to confirm the relationships between reflective writing and a range of potential outcomes.
