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Developing the Reflective Practitioner---Designing an Undergraduate Class

Author

Listed:
  • Valerie Belton

    (Department of Management Science, University of Strathclyde, 40 George Street, Glasgow, G1 1QE, United Kingdom)

  • Helyn Thornbury Gould

    (Department of Management Science, University of Strathclyde, 40 George Street, Glasgow, G1 1QE, United Kingdom)

  • John L. Scott

    (Department of Management Systems, University of Waikato, Private Bag 3105, Hamilton, New Zealand)

Abstract

“The effective practitioner is a reflective practitioner” is a statement applicable to any professional practice, including operations research and management science (OR/MS). However, despite the importance to OR practice of reflection in action, the process of adapting knowledge and skills to new situations, academics have rarely given explicit consideration to the development of reflective skills when designing OR/MS courses. We emphasize the role of reflection in a class that final-year undergraduates studying OR/MS at the University of Strathclyde design to meet the objective of becoming a successful OR/MS practitioner. We describe the process of design, the structure of activities, and the assessment for a particular year using Cowan’s (1998) three-part model of reflection for, in, and on action. Students’ comments confirm the effectiveness of the class.

Suggested Citation

  • Valerie Belton & Helyn Thornbury Gould & John L. Scott, 2006. "Developing the Reflective Practitioner---Designing an Undergraduate Class," Interfaces, INFORMS, vol. 36(2), pages 150-164, April.
    • Handle: RePEc:inm:orinte:v:36:y:2006:i:2:p:150-164
    DOI: 10.1287/inte.1050.0175
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    References listed on IDEAS

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    1. B. Curtis Eaves, 1997. "Learning the Practice of Operations Research," Interfaces, INFORMS, vol. 27(5), pages 104-115, October.
    2. T Williams & K Dickson, 2000. "Teaching real-life OR to MSc students," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 51(12), pages 1440-1448, December.
    3. Scott, JL, 1990. "OR methodlogy and the learning cycle," Omega, Elsevier, vol. 18(5), pages 551-553.
    4. Stephen G. Powell, 1998. "The Teachers' Forum: Requiem for the Management Science Course?," Interfaces, INFORMS, vol. 28(2), pages 111-117, April.
    5. P C Bell & C Haehling von Lanzenauer, 2000. "Teaching objectives: the value of using cases in teaching operational research," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 51(12), pages 1367-1377, December.
    Full references (including those not matched with items on IDEAS)

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