Linking reflection practice with marketing competencies

Abstract

The role of reflection for students’ learning has been long recognised. However, drawbacks of many reflective tasks are missing assessment approaches. Additionally, the potential of using students’ reflection for assessing subject competencies is often overlooked. This conceptual paper provides (a) other lecturers with a case study, detailing the implementation and assessment of academic reflections in an undergraduate marketing course; and (b) researchers with preliminary data on students’ improved self-reflection and marketing competencies.