Abstract:

This paper presents findings of a study designed to address the needs to develop undergraduate students’ reflexivity skills. In qualitative research reflexivity has been identified as a crucial strategy in the process of generating knowledge. In addition, the emergence of a reflective paradigm in higher education in the last two decades encourage self-review as well as convey practice realities. Therefore, the ability to critically reflect has been identified as a crucial part of employability.

To address these needs a set of assignments was designed and incorporated into one semester International Business Communication course taught in English to 120 undergraduate international business students, in Helsinki, Finland. The students were non-native speakers of English. The assignments’ primary pedagogical aim was to enhance and develop reflexivity both as a professional and a research skill.

The set of assignments was implemented in three activities:
(1) introducing the students to the concept of reflexivity (reflecting on reflection),
(2) writing reflectively about own cultural identity (reflection in action),
(3) story writing and storytelling (reflecting on action).

The data was generated in reflective narratives created by the students. It was analyzed through narrative analysis, with qualitative interpretative approach.

The findings showed that reflexivity was identified as a new concept. The concept was defined as necessary and helpful in self-development. Additionally, the reflexive narratives not only demonstrated levels of deep reflection, but identified additional learning benefits: discovering own creative potential, strengthening analytical skills, boosting confidence when dealing with unexpected and challenging situations, developing self-efficacy, enhanced openness towards immediate environment, improved understanding of self and others. The above skills were identified as applicable in business and research practices. The assignments proved to be effective tools in teaching and learning reflexivity skills.

Keywords:

Qualitative research, narrative analysis, reflexivity, storytelling.