A Reflective Entrepreneur: Ashok Vasudevan and the Journey of Tastybite

2021 ◽  
pp. 105649262110590
Author(s):  
Raj K. Shankar ◽  
Shanthi Gopalakrishnan
Keyword(s):  
Reflective Practice ◽  
Emerging Economy ◽  
Reflective Practices ◽  
Entrepreneurship Research ◽  
Research Education ◽  
Reflective Practitioners ◽  
The Rich ◽  
Scholarly Attention

The literature on entrepreneurship acknowledges that entrepreneurs are both thinkers and doers. While scholars have previously explored entrepreneurs’ cognitions and actions, research on entrepreneurs’ reflective practices remains limited. To stimulate greater scholarly attention on exploring entrepreneurs as reflective practitioners, in this ‘Meet the Person’ article we build on two interviews with the celebrated entrepreneur Ashok Vasudevan. From buying the venture off Unilever and eventually selling it to Mars, Ashok’s journey reflects an entrepreneur’s struggles in growing a venture from an emerging economy (India of the 90s). Tearing down entrepreneurship literature’s stereotypical and mythological lore, Ashok’s journey with Tasty Bite is also a case of why “the” theory of entrepreneurship continues to remain elusive. Three key themes from Ashok’s journey (failure, sustainability, and exit) help highlight the rich possibilities that reflective practice offers to entrepreneurship literature. Implications for the advancement of reflective practice in entrepreneurship research, education, and practice are presented.

scholarly journals Exploring EFL Instructors’ Perceptions of the Effectiveness of Reflective Practices on their Professional Development in the Saudi Context

2020 ◽  
Vol 8 (1) ◽  
pp. 88
Author(s):  
Danyah Fahad Alsayeud ◽  
Anas Hamed Almuhammadi
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Qualitative Data ◽  
Reflective Practices ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
Efl Context ◽  
Sequential Mixed Methods ◽  
Significant Difference ◽  
Males And Females

This study explores the perceptions of EFL instructors about their reflective practice and its effect on their professional development in a Saudi Arabian university. This study adopts an explanatory sequential mixed-methods approach to collect quantitative and qualitative data. Two study instruments were used; a survey questionnaire with a study sample of 100 male and female participants and semi-structured interviews with a study sample of seven female instructors. The findings show that some instructors in general have a positive perception of reflective practices and they utilize a diversity of reflective tools. Female instructors show a greater degree of involvement in a reflective practice than male instructors in three of the four examined dimensions (cognitive and meta-cognitive, moral and learner and reflective teaching in general). However, no significant difference is reported between males’ and females’ perceptions in terms of the fourth dimension (practical). Based on the findings, recommendations have been made to encourage reflective practices in the Saudi EFL context.

Preparing Pre-Service Candidates as Effective Reflective Practitioners Using edTPA

2018 ◽  
pp. 205-217
Author(s):  
Sumitra Himangshu-Pennybacker ◽  
David P. Fuller
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
New Teachers ◽  
Reflective Practitioner ◽  
Individual Student ◽  
Evidence Based ◽  
Student Needs ◽  
Teacher Education Candidates ◽  
Reflective Practitioners ◽  
Based Instruction

Proponents of teacher education preparation advocate that in order for new teachers to be effective in their practice they must acquire skills as reflective practitioners, specifically as it relates to lesson designing and instruction and understanding individual student needs. This study demonstrates the use of edTPA reflective commentary to move teacher education candidates from a superficial professional reflection to becoming a reflective practitioner with an in-depth understanding of reflective practice and evidence-based instruction.

Virtual Mentoring

2010 ◽  
pp. 173-185 ◽  
Author(s):  
Thomas T. Peters ◽  
Terrie R. Dew
Keyword(s):  
South Carolina ◽  
Middle Schools ◽  
Classroom Environment ◽  
Reflective Practices ◽  
Instructional Coaches ◽  
Virtual Mentoring ◽  
Mentoring Practices ◽  
Reflective Practitioners ◽  
Ongoing Support ◽  
Mathematics And Science

In this chapter mentoring is defined as a sustained relationship between reflective practitioners. The purpose of this relationship is to build capacity to manage the complex classroom environment in ways that bring about instructional improvements. Where there is a difference in experience between these practitioners, what matters for the mentor’s effectiveness is expertise with applying reflective practices. Reflective practices within a virtual (distance) mentoring setting are identified and explored. Developing trust from a distance and understanding representational preferences are essential virtual mentoring practices. These practices were developed as ways to provide ongoing support to field-based instructional coaches charged with improving mathematics and science instruction in South Carolina middle schools. They are applicable in any P-12 classroom mentoring setting.

Tracking Special Education Teacher Candidates’ Reflective Practices Over Time

2018 ◽  
Vol 40 (5) ◽  
pp. 277-288 ◽  
Author(s):  
Laurie U. deBettencourt ◽  
Sarah A. Nagro
Keyword(s):  
Special Education ◽  
Reflective Practice ◽  
Teacher Candidates ◽  
Repeated Measures ◽  
Professional Growth ◽  
Special Education Teacher ◽  
Clinical Teacher ◽  
Reflective Practices ◽  
Education Teacher ◽  
Over Time

Clinical teacher preparation programs often incorporate reflective practices to promote critical thinking and professional growth. The purpose of this study was to determine whether special education teacher candidates’ reflective abilities changed from repeated exposure to reflective practice as they completed two field experiences. We sought to analyze patterns in candidates’ reflective practices by investigating both types of and topics for reflection. Six initial certification candidates completed two clinical experiences and wrote 30 reflection journal entries. Entries were sampled and reviewed to determine both a reflective ability score and reflective practice patterns over time. Results from a one-way repeated measures analysis of variance indicated no change in special education candidates’ reflective ability over time. Candidates’ reflections were descriptive and focused mostly on themselves. Results suggest professional growth in reflective ability does not occur through maturation. Teacher educators need to consider supplementing reflective practices with learning supports to see substantive growth.

Perceptions of a New Era? Historical Writing in Early Ottoman Damascus

Arabica ◽  
2004 ◽  
Vol 51 (4) ◽  
pp. 419-434 ◽  
Author(s):  
Astrid Meier
Keyword(s):  
Turning Point ◽  
Historical Writing ◽  
Comprehensive Understanding ◽  
New Era ◽  
The Social ◽  
History Of ◽  
The Rich ◽  
Social Uses ◽  
Source Of Information ◽  
Scholarly Attention

AbstractThe year 922/1516-7 is usually treated as an important turning point in the history of Bilād al-Šām. The Ottoman conquest initiated change in various fields which has been the focus of much scholarly attention. However, it is still difficult to understand in what ways the new Ottoman subjects perceived these changes, especially in terms of allegiance to the ruling dynasties. To trace the attitudes of different persons and groups, scholars have often turned to the rich body of contemporary historical writing and used it as a source of information. In this article, which is centred on Ottoman Damascus, I argue that chronicles and biographical collections themselves are important witnesses of change and worth to be studied in their own right. As a step towards a more comprehensive understanding of the social uses of knowledge, I suggest that we need to enquire further into the significance of melancholy and solitude in Ottoman historical writing.

THE ROLES OF UNIVERSITY TEACHERS IN BUILDING TEACHER STUDENTS’ CAPACITY OF REFLECTIVE PRACTICE THROUGH THE PROCESS OF EXPERIENTIAL LEARNING

2018 ◽  
Vol 1 ◽  
pp. 600-610
Author(s):  
Loreta Zavadskienė ◽  
Remigijus Bubnys
Keyword(s):  
Experiential Learning ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Theoretical Background ◽  
Experiential Learning Theory ◽  
University Teachers ◽  
Teacher Students ◽  
Reflective Practitioners ◽  
Teaching Learning ◽  
Proper Interpretation

As the carried-out research study shows, proper interpretation of the concepts of reflective learning, the reflective practitioner and the experiential learning theory in the context of higher teacher education provides a solid theoretical background for the analysis of the teaching-learning process of pre-service teachers’ reflective practice and the support to be provided by teacher educators. By employing the method of the scientific literature review, the current research paper aims to investigate the roles of teacher educators within the framework of the afore mentioned theories that are considered to ensure adequate assistance to pre-service teachers in their becoming reflective practitioners. As the results show, in order to carry out effective facilitation, teacher educators should acknowledge and adopt a wide variety of roles while developing pre-service teachers’ capacity of reflective practice. 

scholarly journals Reflective practice as a determinant of performance outcomes in services

2015 ◽  
Vol 7 (4) ◽  
pp. 392-403 ◽  
Author(s):  
Minna Saunila ◽  
Juhani Ukko
Keyword(s):  
Reflective Practice ◽  
Performance Management ◽  
Empirical Studies ◽  
Real Life ◽  
Performance Outcomes ◽  
Research Approach ◽  
Reflective Practices ◽  
Mixed Method Research ◽  
Content Type ◽  
Life Context

Purpose – The purpose of this paper is to examine the outcomes of reflective practices in services. The paper contributes to the current understanding of the relationship between reflective practice and outcomes by presenting a description of the internal (i.e. what kind of reflection is required to attain the desired outcomes) and external (i.e. under what kind of circumstances does reflection result in the desired outcomes) factors of reflective practices. Design/methodology/approach – The results of this investigation are based on a mixed-method research approach that utilises both quantitative and qualitative data collection methods. Findings – According to the results, reflective practices are indeed connected to outcomes. Reflective practices foster better outcomes when they are more explicit and targeted through different organisational levels. The role of performance management and measurement is important in connecting the reflective practices with performance. Performance management must be considered as a communication and social system that allows the employees to discuss the learning and development process as a part of the results. Practical implications – As a practical contribution, the results of the research may help professionals begin to understand that leveraging reflective practices may aid an organisation in achieving its desired outcomes. Originality/value – Hitherto, studies that discuss the interphase of reflective practices and outcomes have mainly been theoretical considerations or surveys that lack an in-depth understanding of how the different methods operate in a real-life context. When focusing on the previous research, it is clear that in-depth empirical studies are needed to achieve a deeper understanding of the mechanisms and arrangements that connect reflective practice and outcomes. This research addresses this research gap by examining the outcomes of reflective practices in services.

scholarly journals Science Teachers’ Reflective Practices: Perspectives and Attitudes

2020 ◽  
Vol 31 (1-3) ◽  
Author(s):  
Abdulwali H. Aldahmash
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Science Teachers ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Reflective Practices ◽  
Positive Attitudes ◽  
Effective Use ◽  
The Relationship ◽  
Educational Careers

ABSTRACT Studies investigating reflective practices among teachers have focused on reflective practice use in teaching and teacher’s professional development. The attitudes of teachers toward reflective practices have been neglected, but the attitudes of science teachers toward reflective practices are key to their effective use in classroom settings. This study aimed to understand the attitude of science teachers toward these practices and how they implement professional reflective practices as well as any relationship between reflective practices and attitudes. A sample of 650 science teachers, 321 males and 329 females completed the questionnaire. Results revealed that science teachers practiced all reflective activities at high levels. Additionally, their attitudes toward reflective practices were moderately positive. Pearson correlation coefficients for the relationship between the reflective practices and attitudes of science teachers were statistically significant at p d” 0.01. Hence, science teachers who had positive attitudes toward reflective practices were likely to demonstrate more reflective teaching in their educational careers.

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