COURSE ENHANCEMENT PROCEDURE BY REFLECTIVE CYCLE PRACTICE

Abstract

Student numbers have increased by 15% over the last five years in London. Average deal size from 2020–2022 is 43% higher than other business sectors at 30,000 sq ft. Specialist sector clusters can develop and be enhanced by the expansion of the higher education sector. The education sector is responsible of producing skilled learners and practitioners for society. Reflective or process cycles, within educational activities, have the potential to enhance the quality of a course. The reflective cycle methodology in education is employed, applied, and validated to improve the quality of an educational procedure. Experimental practices demonstrate that the application of this process leads to enhanced education. This methodology is applied and validated in the context of an innovative individual research project. Quality assurance aims to confirm success, and various modes have been utilised in institutes to validate this success.

This paper focuses on the application of the reflective cycle in a real-world setting, specifically a higher education master’s course, and explores two models of quality assurance for assessing educational enhancement. The results indicate that the quality assurance process favours the outcomes of the process cycle, despite being a complex and time-consuming procedure. It could be improved by adopting a simpler and more efficient model to elucidate professional achievements further. A “comprehensive and professional department“ is an efficient alternative to a series of sections with low proficiency.