The impact of structured critical reflection for career development among undergraduate accounting students

Erin  Twyford; Bonnie Amelia Dean

doi:10.21153/jtlge2026vol17no1art2190

Authors

Erin Twyford University of Wollongong https://orcid.org/0000-0001-5003-9745
Bonnie Amelia Dean University of Wollongong https://orcid.org/0000-0002-2057-9529

DOI:

https://doi.org/10.21153/jtlge2026vol17no1art2190

Abstract

The growing emphasis on employability within higher education reflects a strategic shift toward developing reflective practitioners equipped for the demands of a dynamic workforce. This study investigates the potential of iterative, structured, critical reflection for enhancing career development learning (CDL) among undergraduate accounting students. Through the integration of intentionally designed reflective writing tasks, this research explores how critical reflection can develop undergraduate accounting students' metacognitive capabilities, self-awareness, and adaptability. Findings suggest that repeated engagement with structured reflection not only supports students’ personal and professional growth but also deepens their understanding of learning behaviours and career trajectories. Notably, the study reveals that students’ career motivations, which are often shaped by familial expectations, work-life balance considerations, and external pressures, can be surfaced and explored through reflective practice. This study demonstrates how reflection is an essential, embedded practice for cultivating reflective professionals.

Author Biographies

Erin Twyford, University of Wollongong

Senior Lecturer

School of Business, Faculty of Business and Law
Bonnie Amelia Dean, University of Wollongong

Associate Professor

Learning, Teaching and Curriculum

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