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Enhancing Reflection Skills Through Learning Portfolios: An Empirical Test

University of Massachusetts Dartmouth

^* To whom correspondence should be addressed. E-mail: sscott{at}umassd.edu.

	Abstract

This article reports the findings of an empirical study of the effectiveness of port-folios as learning tools in a sample of MBAs. The results showed that portfolio use was positively related to reflection, defined here as the conscious awareness and questioning of personal experience, a search for alternative explanations and interpretations, and identification of areas for improvement. The positive relationship between portfolio use and improved reflection remained significant irrespective of students’ entering GMAT, gender, work status, and age. But the strength of the relationship between portfolio use and reflection score declined with increasing GPA. Age, gender, GPA, and work status did influence students’ willingness to voluntarily participate in the portfolio program. The study provides one of the first systematic tests of the usefulness of portfolios as learning tools. Given the effort and cost of their implementation, this is an important contribution. The implications of the study for schools considering portfolio use are discussed and recommendations are offered for implementation.

First published on November 2, 2009
Journal of Management Education 2009, doi:10.1177/1052562909351144


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