Abstract
Purpose–This study is part of the Scholarship of Teaching and Learning (SoTL) grant to examine written reflective learning log among the students studying BPME 3073 Entrepreneurship in UUM.Method–The data collection techniques is researcher-directed textual data through reflective learning log; obtained from students of one hundred forty. A qualitative thematic method was employed to examine the verbatim format of students’ reflections.Findings–The empirical results found out majority of students have little academic experience in writing a piece of reflective textual learning log. Resultant in their incapability’s to reflect critically and thus; unable to translate their thinking in the written format. Data collected from three classes of Entrepreneurship registered fifty five percent (75 logs) of learning log as Level 1 (descriptive writing); therefore they were not suitable for further analysis. The remaining 61 reflective learning logs were used for the textual data examination. The students’ reflections on their Entrepreneurship’s experience can be categorize systematically into four different themes comprised of (1) The nature of Entrepreneurship module, (2) Entrepreneurial characteristics, (3) Opportunity recognition, and (4) Creativity & innovation.Significance–The results of this research have strongly suggested the need to urgently develop among the students the skills in writing reflectively as they go through the process of higher education which is useful in molding their future professional and entrepreneurial behavior as when they entered the job market which requires a critical reasoning ability.
Highlights
In the academic realm, entrepreneurship by definition, is being characterized as the uncanny ability of an individual to spot opportunity, to obtain and leverage on scarce resources, strategies and implement the plans to produce products/services in exchange of profits
Seventy five of the reflective learning logs was categorized as level 1 in which the reflections were merely descriptive in nature
Twenty six students were able to reflect critically at level four (Hatton & Smith, 1995) in certain themes in entrepreneurship module. This Scholarship of Teaching and Learning (SoTL) found out that reflective writing was a new kind of assessment to many business students and should have been unequivocally instructed in the respective subject
Summary
Entrepreneurship by definition, is being characterized as the uncanny ability of an individual to spot opportunity, to obtain and leverage on scarce resources, strategies and implement the plans to produce products/services in exchange of profits. Each method requires learners to extend beyond the process-based paradigm of knowing; analyzing, and talking, instead positioning the learners to create, apply, and act (Greene, 2014) In this SoTL study, the researcher adopts the reflective practice as a method for teaching entrepreneurship and the toolkit used is the reflective learning log. The student is able to appreciate the deeper, underlying issues (Martinez, 2006), rather than accepting a superficial interpretation of the problem, which may present in a professional/entrepreneurial context (Mair, 2011) This unit of analysis of this research was the third and final year students of entrepreneur and BBA in University Utara Malaysia. This research was carried out with the 3 main aims as to: 1) Analyze the extent to which students who are taking entrepreneurship module can reflect critically on the learning process, 2) Categories the emerging themes of entrepreneurship from those who fulfill the Hatton & Smith’s level of critical reflection (2,3 & 4) and, 3) Examine the insight from those who can reflect critically in their learning log
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