Abstract:

This presentation evaluates the outcome of the design, delivery and evaluation of a reflective assignment embedded in a postgraduate Finance and Accounting for Leaders module taught to mature, working students. In technical subjects, competence is often evidenced through accuracy. However, leaders make decisions in contexts of uncertainty, time pressure and social dynamics, therefore high quality rapid decision making with data becomes very important. While the module’s core remained quantitative, including numerical learnings such as capital budgeting, cost of capital, working capital and cashflow statements the assessment asked learners to analyse and reflect on their learnings and experiences rather than doing extensive calculations.

The reflective task made uncertainty and dynamics discussable. Learners identified where biases, cognitive overload and interpersonal dynamics (deference to experts, psychological safety) shaped outcomes. They linked financial tools to professional judgement, reporting the reflection leading to concrete workplace changes. In short, the reflective assignment extended rigour from calculation to justification, a skill immediately transferable to practice.

Some learners initially experienced reflection as “soft”, subjective, or as additional workload alongside their regular employment. Others were uncertain how-to evidence learning beyond narrative or were wary of self‑disclosure. However, as anonymous marking applied, this together with academic leaders' re-assurance, gave psychological safety when reflections touched identity. There was also a familiar tension between how to maintain numerical standards while introducing qualitative judgement.

As this was a previously unknown area of familiarity for many of the mature students, we installed some practical design moves such as short micro‑reflections were embedded within the course content and strongly encouraged to document these feelings and emotions throughout the course.

For universities, reflective assessment operationalises education for sustainability and ethical practice without sacrificing numerical standards. For employers, it develops professionals who can explain, defend and adapt decisions in complex, multi‑stakeholder contexts. The session provides the central claim that reflective assessment, appropriately scaffolded for mature students, builds capability for lifelong learning, aligning academic aims with industry expectations and public value.

Keywords:

Reflection, quantitative, qualitative, assessment, personalised.