The Development of Reflective Practice on a Work-Based Software Engineering Program: A Longitudinal Study

TL;DR

This longitudinal study investigates how reflective practice develops among students in a four-year work-based Software Engineering program. By coding reflective assignments with two established models—the Boud et al. Model of Reflective Process and the Bain et al. 5R Framework—the authors trace the evolution of reflection from early, formative stages to advanced, future-oriented practice. Results show a clear progression toward higher-order reflection (integration, appropriation, reconstruction) and the emergence of meta-reflection, underscoring the value of work-based learning in fostering durable reflective capabilities. The findings suggest that integrating structured reflection into traditional curricula could yield similar developmental gains and provide a framework for applying dual-model coding to other contexts such as placements or internships.

Abstract

This study examines the development of reflective practice among students on a four-year work-based Software Engineering program. Using two established models of reflection - Boud et al.'s Model of Reflective Process and Bain et al.'s 5R Framework for Reflection - we analyse a series of reflective assignments submitted by students over four years. Our longitudinal analysis reveals clear trends in how students' reflective abilities evolve over the course of the program. We find that more sophisticated forms of reflection, such as integration of knowledge, appropriation of skills, and reconstruction of practice, increase markedly in prevalence in later years. The complementary nature of workplace experience and university study is highlighted in students' reflections, demonstrating a key benefit of the work-based learning approach. By the final year, all students demonstrate the ability to reconstruct their experiences to inform future practice. Our findings provide insight into how reflective practice develops in Software Engineering education and suggest potential value in incorporating more structured reflection into traditional degree programs. The study also reveals instances of meta-reflection, where students reflect on the value of reflection itself, indicating a deep engagement with the reflective process. While acknowledging limitations, this work offers a unique longitudinal perspective on the development of reflective practice in work-based Software Engineering education.

Figures (2)

• Figure 1: The percentage of student reports that contained evidence of each element of Boud et al.'s Model of Reflective Process, plotted over time.
• Figure 2: The prevalence of each stage of the 5R model of reflection, as identified in reports submitted by students across four years of the program.