Reflections on reflection: Supporting employability learning in the higher education context

Anna Richards; Andrea Reid

doi:10.21153/jtlge2025vol16no1art2062

Authors

Anna Richards University of Queensland https://orcid.org/0000-0002-2725-9114
Andrea Reid Independent Researcher https://orcid.org/0000-0002-2770-0504

DOI:

https://doi.org/10.21153/jtlge2025vol16no1art2062

Keywords:

employability learning, reflection, reflective thought, reflective writing, meaning-making, experiences, experiential learning

Abstract

Graduate employability remains a key talking point in higher education despite the contested nature of the construct and the myriad of factors that influence an individual’s capacity to gain employment. Universities are still positioned to produce graduates who can contribute to society and the economy through work. Students are similarly responsible for developing the knowledge and capabilities that will meet employer expectations and assure a successful career. This development process often involves students engaging in reflective practice. This paper reports on the efficacy of a structured, written reflective process implemented across an Australian research-intensive institution to support students to learn from experiences to develop their employability. Our study found value in the use of a formalised, stepwise approach to reflective thinking that helps students make and express meaning from learning opportunities. The findings suggest, however, that attempting to shoehorn the untidy business of reflective thinking into a standard linear approach does present some challenges. Despite these challenges, our examination of a sample of reflections using our process showed evidence of reflective thought. We found alignment with the experiential learning theories that framed the creation of our reflective process in the students’ expressions of their meaning-making endeavours. Our findings strengthen our advocacy of an anchor for reflective thought in a personally meaningful experience and the use of prompts around effect and action to guide students learning.

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Author Biographies

Anna Richards, University of Queensland

Anna Richards is Senior Manager – Enrichment and Employability within Student Enrichment and Success at The University of Queensland. Anna assists staff across the university to embed employability development and work integrated learning within courses and programs. She manages a team that coordinates a range of employability initiatives for students. Anna is an Associate Fellow of the HEA.
Andrea Reid, Independent Researcher

Dr Andrea Reid is an independent researcher and Learning Designer for a not-for-profit early learning body. Andrea is a Senior Fellow of the HEA and has 26 years’ experience as an adult educator, in instructional design, graduate employability, student academic skills development, academic practice, and corporate learning and development. Andrea’s doctoral research was on experiential learning and her thesis won the 2021 Dissertation of the Year award from the American National Society for Experiential Education.

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