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Task

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Objectives

...

  • To

...

  • foster

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  • self-reflection

...

  • on

...

  • (a)

...

  • the

...

  • theory

...

  • presented

...

  • in

...

  • the

...

  • course,

...

  • and

...

  • (b)

...

  • your

...

  • experience

...

  • in

...

  • running

...

  • a

...

  • firm

...

  • whilst

...

  • being

...

  • part

...

  • of

...

  • a

...

  • management

...

  • team.

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  • To

...

  • help

...

  • with

...

  • your

...

  • sense

...

  • making

...

  • (Weick,

...

  • 1995)

...

  • regarding

...

  • this

...

  • course.

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A

...

casual

...

search

...

using

...

Google

...

Scholar

...

for

...

learning

...

journals

...

provides

...

a

...

plethora

...

of

...

articles

...

extolling

...

their

...

virtues.

...

Broadly,

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learning

...

journals

...

foster

...

high

...

quality

...

self-reflection

...

and

...

increase

...

critical

...

thinking.

...

There

...

are

...

two

...

components

...

to

...

this

...

assignment.

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First,

...

you

...

are

...

to

...

maintain

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a

...

weekly

...

learning

...

journal.

...

Secondly,

...

you

...

are

...

to

...

use

...

the

...

your

...

weekly

...

journal

...

as

...

the

...

'data'

...

for

...

a

...

summative

...

journal/essay

...

on

...

your

...

major

...

learnings

...

from

...

this

...

course.

...

This

...

final

...

part

...

of

...

the

...

assignment

...

is

...

a

...

summative

...

evaluation

...

of

...

your

...

weekly

...

journals.

...

Weekly learning journals
Anchor
weekly-journal
weekly-journal

...

For

...

each

...

of

...

the

...

first

...

ten

...

weeks

...

of

...

the

...

course

...

you

...

are

...

to

...

write

...

a

...

journal

...

entry

...

of

...

at

...

least

...

300

...

words.

...

The

...

more

...

you

...

write

...

the

...

more

...

grist

...

you

...

will

...

have

...

for

...

your

...

Summative

...

Learning

...

Journal.

...

In

...

your

...

learning

...

journal

...

entries,

...

you

...

are

...

to

...

explore

...

the

...

linkages

...

between

...

the

...

theoretical

...

content

...

of

...

the

...

course;

...

e.g.,

...

the

...

readings

...

and

...

class

...

sessions)

...

with

...

your

...

practical

...

experience

...

e.g.,

...

of

...

working

...

in

...

a

...

multidisciplinary

...

team

...

and

...

running

...

a

...

bike

...

company).

...

As

...

well

...

as

...

content

...

(theory)

...

from

...

this

...

course,

...

you

...

may,

...

if

...

appropriate,

...

draw

...

on

...

material

...

from

...

other

...

courses.

...

Ultimately,

...

you

...

should

...

be

...

considering

...

the

...

real

...

difference

...

the

...

course

...

is

...

making

...

to

...

your

...

thinking

...

and

...

behaviour.

...

Each

...

learning

...

journal

...

entry

...

is

...

to

...

be

...

submitted

...

electronically

...

by

...

creating

...

a

...

wiki

...

page

...

at

...

2013

...

Learning

...

journals

...

.

...

What

...

does

...

a

...

good

...

learning

...

journal

...

look

...

like?

...

Based

...

on

...

experience

...

with

...

previous

...

classes,

...

there

...

are

...

a

...

number

...

of

...

common

...

problems.

...

First,

...

many

...

don't

...

use

...

the

...

structure

...

recommended

...

by

...

Daudelin,

...

despite

...

it

...

being

...

good

...

one.

...

This

...

is

...

the

...

one

...

most

...

significant

...

changes

...

that

...

most

...

people

...

could

...

make

...

when

...

trying

...

to

...

improve

...

one's

...

learning

...

journals.

...

Secondly,

...

when

...

people

...

use

...

theory

...

in

...

their

...

journals,

...

most

...

are

...

using

...

it

...

to

...

label

...

things;

...

e.g.,

...

Mary

...

is

...

an

...

effective

...

follower.

...

Very

...

few

...

(if

...

any)

...

people

...

are

...

using

...

theory

...

to

...

either

...

explain

...

what

...

is

...

happening,

...

or

...

predict

...

what

...

might

...

happen.

...

This

...

is

...

closely

...

tied

...

to

...

the

...

structure

...

of

...

people's

...

journals

...

(i.e,

...

not

...

substantively

...

addressing

...

a

...

real

...

issue).

...

My

...

assumption

...

is

...

that

...

this

...

is

...

partly

...

because

...

people

...

aren't

...

drawing

...

on

...

particular

...

theory

...

to

...

address

...

a

...

particular

...

problem;

...

instead

...

they

...

are

...

drawing

...

on

...

the

...

'theory

...

of

...

the

...

week'.

...

I

...

really

...

encourage

...

you

...

to

...

use

...

Daudeline's

...

approach,

...

select

...

theory

...

that

...

supports

...

that

...

issue

...

(and

...

that

...

won't

...

necessarily

...

be

...

theory

...

of

...

the

...

week),

...

and

...

finally,

...

use

...

theory

...

for

...

more

...

than

...

just

...

labeling.

...

Peer

...

feedback

...

on

...

journals

...

Anchor

...

feedback
feedback

Each week you must provide feedback/comments

...

on

...

the

...

learning

...

journals

...

of

...

two

...

of

...

your

...

peers.

...

In

...

other

...

words,

...

you

...

need

...

to

...

write

...

20

...

sets

...

of

...

feedback.

...

You

...

can

...

comment

...

on

...

the

...

journals

...

directly

...

on

...

the

...

wiki.

...

The

...

feedback

...

should,

...

as

...

a

...

minimum,

...

address:

...

  • How

...

  • well

...

  • the

...

  • journal

...

  • meets

...

  • the

...

  • guidelines

...

  • provided

...

  • by

...

  • Daudlin

...

  • (1996).

...

  • The

...

  • extent

...

  • to

...

  • which

...

  • the

...

  • journal

...

  • demonstrates

...

  • achievement

...

  • in

...

  • the

...

  • higher

...

  • levels

...

  • of

...

  • Bloom

...

  • et

...

  • al.'s

...

  • (1956

...

  • )

...

  • taxonomy

...

  • of

...

  • the

...

  • cognitive

...

  • domain.

...

  • The

...

  • quality

...

  • of

...

  • the

...

  • writing.

...

  • Note

...

  • You

...

  • will

...

  • be

...

  • given

...

  • the

...

  • details

...

  • of

...

  • peers

...

  • that

...

  • you

...

  • are

...

  • to

...

  • review.

...

Summative Learning Journal
Anchor
summative
summative

Drawing on your weekly journal entries, you are to write a final, summative journal entry of between 2,000 and 3,000 words. You are to submit your final journal via Turn It In. You should not submit your summative journal to this wiki. Only your Summative learning journal will be graded.

Your summative learning journal is quite different to your weekly learning journals.

  • It should focus on something that you have learnt throughout the course and demonstrate what you can do better now than what you could do before the course.
  • It must demonstrate the breadth as well as the depth, of what you have learnt.
  • It should provide good evidence of both evaluation and synthesis (Bloom, 1956).
  • It should be based on the 'data' from your weekly learning journals, and possible insights you have had as a result of providing feedback on others' learning journals.
  • It will probably focus on one or two major takeaways/insights. Maybe three, certainly not five. These are the things that have changed the way you think about business and changed your behaviour.
  • The summarative journal shouldn't focus on being too personal about your experiences throughout the course, but instead focus on how you can apply your learning in the future.

Note, your summative learning journal should not be directly about your Mastery (or otherwise) of Mike's Bikes.

Note

You should strive to meet the outline of what this course is about. The brief outline is:

"Explore and reflect on the realities of management theory and practice through critically examining management challenges, from small entrepreneurial firms to large corporations.".

Note
  • You must use your University of Auckland email address (aucklanduni.ac.nz) when signing it to Turn It In. That is how the system will know you belong to this class.
  • It is anticipated that you have used Turn It In for other courses. However, if you have not used it before, you should visit Turn It In and familiarize yourself with the information there.

.

Notes on the learning journals
Anchor
requirements
requirements

  • For many in the class, this is the first time they will have had to undertake a reflective writing. As a result, some people will approach this assignment with some trepidation. For those people, the article by Daudelin (1996) will provide assistance. As you progress, you should find writing journals increasingly easy and natural. As a result, your later journals may be considerably longer than your earlier ones. Because of this, there is no upper word limit for your weekly journal entries. Indeed, you may, if you like, do more than one entry per week.
  • By the due date, one journal entry each week must be of at least the minimum word length. You may not do three 100 word journal entries in a week and hope for it to be treated like one 300-word journal entry.
  • For your weekly journal entries, and for the summative journal, using the first person (e.g., I, me, etc.) is acceptable.
  • The quality of your writing matters. For instance, your weekly learning journals will be on public display, and like much of the Internet will be available long after this course is over.
  • Although your weekly learning journal is not directly assessed, it can affect your grade for this course.
    • Each instance of being late or missing a weekly journal entry will result in a 10-percent penalty being applied to your summative learning journal.
    • Each instance of being late or failing to give meaningful feedback will result in a 5-percent penalty being applied to your summative learning journal.
    • Failing to correctly cite/reference material in your journal can incur a 10-percent penalty being applied to your summative learning journal. You should correctly cite your weekly learning journal using an APA formatted reference.
Wiki Markup
{center}

h4. References{center}

Bloom,

...

B.

...

S.

...

(1956).

...

Taxonomy

...

of

...

educational

...

objectives:

...

Handbook

...

1

...

Cognitive

...

domain.

...

New

...

York:

...

Longmans.

...


Daudelin,

...

M.

...

W.

...

(1996).

...

Learning

...

from

...

experience

...

through

...

reflection.

...

Organizational

...

Dynamics,

...

24

...

(3),

...

36--48.

...


Weick,

...

K.

...

E.

...

(1995).

...

Sense

...

making

...

in

...

organizations.

...

Thousand

...

Oaks,

...

CA:

...

Sage

...

Publications.