An Investigation of the Understanding of Reflective Practice by Educators in Higher Education Art and Design.

This study examines the understanding and application of reflective practice among educators, such as academics and learner support academics and support staff, in the Design Department of a UK Higher Education Institution (HEI). Employing an interpretive, phenomenological ethnocase study approach and a multi-theoretical framework, it explores how reflective practice is perceived and integrated in design education, a field known for creative and tacit knowledge domains. Through A priori and A posteriori analysis, using interviews, visualisation tasks, and thematic analysis, the study investigates existing frameworks and lived experiences.

The findings identify five key themes: Creative Practice, Academic Practice, Practising Practice, Demonstrating Practice, and Expanded Practice. While reflective practice was linked to creativity and making, inconsistencies in its application across roles were noted. Donald Schön’s reflection-in-andon-action models were supported but not uniformly implemented, resulting in fragmented approaches. A notable gap was found in articulating tacit knowledge and addressing the mind-body dualism, often navigated through multimodal approaches like drawing to externalise implicit reflective processes.

A major contribution of this study is highlighting the continued relevance of Schön’s theories in design education. Despite critiques suggesting they overlook socialisation, Schön’s focus on studio culture supports collaborative learning environments, suggesting these criticisms may be misplaced. Additionally, Barad’s concept of diffraction offers insights into nonlinear interactions in reflective practices. The use of visualisation tasks to collectively analyse a departmental understanding of reflective practice provides a distinctive and innovative view of collective insight and identifies areas for methodological development, moving beyond traditional individual data analysis. However, challenges with theoretical terminology for less experienced staff highlight the need for additional support.

The research advocates a unified approach in design education, incorporating multimodal methods and phygital practices. Emotional resilience and embodied reflection are emphasised as crucial for professional growth and innovation. Practical recommendations include consistent integration of reflective practice, clearer guidelines, and enhanced collaboration between academics and support staff.