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Examples Of Reflective Essay Free Essays - StudyMode

The module has 10 key phases, with dates and time of workshops and tutorials designed to fit around students’ other academic commitments:
1. Induction session, covering requirements for the module, learning theory and preparation for the experience of learning from work.
2. Workshop and tutorial sessions designed to provide students with formative feedback on progress of their portfolios.
3. Learning and reflecting on experience gained within a minimum of 80 hours work experience, during which students formulate, in consultation with a lecturer from the Theology Department, a title for their reflective essay.
4. Introductory, interim and review tutorials on reflective essay.

1. To allow the student to learn from a structured analysis of, and reflection on, experience gained within the workplace.
2. To enable the student to develop personal and key skills through the managing of their own learning in the workplace, that can be assimilated and transferred to both academic study and future vocational work.
3. To familiarise the student with the theories and practices of personal development planning.
4. To enable the student to make linkages between issues pertinent to their work experience and their study of theology through a reflective essay.
5. To provide the student with practical opportunities to practise writing CVs, application forms and supporting statements.

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Reflective Writing About the Utility Value of Science as …

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This module allows students from any subject area to use their discipline in an enterprise and entrepreneurial context to develop solutions to challenges set within the module. Students get the opportunity to work on a live consultancy project for a relevant employer or organisation in semester one, with the aim of developing a new innovation, product or service. Once students have developed their confidence in providing innovative solutions, in semester two they will then tackle a challenge which affects their discipline area or, engages their interests to create a new business venture, service or product.

In a fast changing and highly competitive world all organisations need creative, enterprising and entrepreneurial people. This module aims to enhance employability by developing these key attributes and allowing students to see the link between the skills they develop for their employability and those for business start-up and self-employment.

The aim of this module is;
To develop enterprising behaviours, attributes and skills which enhance employability through working in teams on complex, real life problems and challenges.
To demonstrate the positive and potentially transformational impact of enterprise, entrepreneurship and creativity in wider society by exploring challenges and horizon scanning to develop solutions which have the potential to become new ventures.
To relate enterprise and entrepreneurial skills to employability by demonstrating how these skills are in demand by relevant graduate employers.
To provide inspiration and confidence for students to tackle real life problems and create entrepreneurial solutions.
To show that being enterprising and entrepreneurial is about making meaning and creating change – making a difference, and making things happen in a variety of contexts.
To create opportunities for experiential learning and assessing risk which aims to build confidence in handling the uncertainty and rapid change which characterises the 21st century.
To examine the theoretical principles of venture creation and development including opportunity recognition, creativity and innovation.
To apply the knowledge of theory and practice of key business functions in familiar and unfamiliar contexts.
To evaluate the viability of solutions to problems and potential new ventures/products/services.
To develop an awareness of personal strengths and capabilities, and how complementary strengths are essential to team and organisational success by reflecting on the ongoing experience of the module in a reflective journal.
To create opportunities for interdisciplinary working and to develop the skills of networking.
To develop enterprise awareness and an enterprise mindset to contribute to entrepreneurial capabilities.

The module will use an extremely varied range of teaching methods. It will provide highly participative opportunities for experiential learning and use flexible pedagogy to meet the learning and skills outcomes. At the beginning of the module students will be given an introduction to the module and an appreciation of varied learning styles to help them in the transition. Students will work on real life consultancy projects from employers or organisations which are relevant to their degree discipline. This will provide students with the opportunity to see how the development of their enterprise and entrepreneurial skills are relevant to employers and their own employability development.

• Field work: Students will be required to meet with and, take part in activities with the employer/organisation they are working with on the business consultancy project. In semester two students will be scheduled to visit entrepreneurial projects outside of the classroom.
• Drop-in Surgery: As students are working with employers increased support is given for one to one support.
• Assessment preparation and completion: As the assessments have been reduced the hours have been lowered to reflect this.
• Reflective learning activity: As the reflective essay assessment has been increased and the module has an emphasis on developing an entrepreneurial mindset, there is an increased demand for students to reflect on their learning, thus the hours have been increased.
• Independent study: This is due to the increased literature around entrepreneurship. Students will be required to read independently on entrepreneurship topics.

Reflective Diary Sample: international marketing module

A1: Presentation in the form of a trade stand: Students will work in groups to develop their own business idea in semester one. Students will present their ideas at a trade fair event to a hypothetical audience of potential investors. Students will need to articulate the skills and knowledge they have developed throughout the module as well as their business idea. As a practical skills assessment this will also involve demonstrating effective communication and presentation skills.

A2: Group Enterprise Consultancy Report: (1000 words per person, expected team size around 5). Students will be assigned a consultancy project employer and brief to work on where the aim is for the team to demonstrate the viability of a solution (new product or service) to an issue identified in the employer brief. This assessment will will test the knowledge, understanding and the application of theory of business venture creation in an employability context; students will also demonstrate their proficiency in market research and working effectively with an organisation to generate creative solutions to live problems.

A3: Reflective essay (2000 words). Students will be introduced to the e-portfolio system and will be encouraged to record their progress throughout the module on this system or another online platform. The reflective essay will test understanding, critical evaluation and application of theory, knowledge and skills taught including entrepreneurial behaviours and mindset. The reflective journal will be the subject of a formative assessment near the end of semester one, which is in place to help further develop the efficacy of the student's reflective practise.

How to Write a Reflective Essay - Samples, Writing Tips

Community service, in itself, can be meaningful, pointless, or harmful. Reflection is the key to getting meaning from your service experience. What is reflection? A process by which service-learners think critically about their experiences. Reflection can happen through writing, speaking, listening, and reading about the service experiences. Why is reflection important? Learning happens through a mix of theory and practice, thought and action, observation and interaction. It allows students to learn from themselves.

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