Abstract
Business Process Management (BPM) is an emerging discipline involving managers making a variety of decisions that have enterprise-wide impacts. The abilities to think critically and reflect on experience are capabilities required by managers in dealing with BPM-related decisions on a day-to-day basis. This paper describes the use of reflective learning journals as a way of developing reflective capabilities and engaging students in learning BPM concepts. The reflective journal entries of 102 students enrolled in a Master’s level BPM unit offered by a business school are analysed using the Leximancer qualitative data analysis software tool. Through an analysis of what students write about in their journals and how their entries are constructed, key characteristics of reflective learning journals are identified in relation to the challenges of BPM education.
Highlights
Business Process Management (BPM) is a subject area which draws from both technically and organisationally-oriented bodies of knowledge and is taught in various guises across different faculties
This paper investigates how reflective learning journals can be used in BPM education and demonstrates the use of reflective journals in teaching BPM to Master’s-level students in an Australian business school course
In order to demonstrate the use of reflective journals in teaching BPM, a case study of how student reflective journals have been used in teaching an introductory unit in Business Process Management is described
Summary
Business Process Management (BPM) is a subject area which draws from both technically and organisationally-oriented bodies of knowledge and is taught in various guises across different faculties. Knowledge and frameworks to guide managers when dealing with BPM-related issues in their organisation, potential BPM professionals need to develop capabilities which will enable them to effectively put BPM initiatives into practice. A typical role for example is a Business Process Analyst who might be expected to have expertise that enables him/her to perform tasks such as model processes, liaise between the IT and business communities, and conduct analyses to align process orchestrations with changing business conditions (Antonucci, 2010) Such roles require the development of a range of technical and managerial capabilities which may be taught as an entire degree program or as contributing to a single unit in a broader degree (Bandara et al, 2010). As suggested by Kokkonen and Bandara’s model of BPM expertise (2010), self-knowledge, thinking ability, practical sense and intuition are all important aspects of BPM expertise
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