Abstract:
The purpose of this research was to explore the domain of reflexive competence; how it is developed in business schools; what role the Council on Higher Education (CHE) plays in supporting its development and what organisation processes support its development. Further to this, the research then set out to establish if the individual needs that encourage the acquisition of reflexive competence and the methods and processes that develop and support the acquisition of reflexive competence, exist for MBA students. The study used a dominant – less dominant design. In-depth semi-structured interviews were used in the dominant qualitative phase to explore the views of the CHE, business schools in Gauteng, and various medium to large organisations in Gauteng as to what reflexive competence actually is, and what methods or processes support its development. The findings from this phase, was then used in the less dominant quantitative phase of the study to design a survey that was administered on final year MBA students. The findings from the dominant study showed that predominantly, reflexive competence is about making values-based judgements in varying contexts by systematically and holistically working through the issue or problem. Reflection and feedback were identified as key tools that enable an individual to develop reflexive competence that should permeate every context. Environmental factors such as open and honest communication, a safe environment and trust were found to be necessary to promote reflection and feedback. The qualitative study showed that business schools develop reflexive competence through: curriculum design, assignments and syndicate work, a case study approach, the use of lecturers with business experience and different styles of lectures, values, social responsibility and ethics education and the research project. Organisations support the development of reflexive competence though a commitment to ethics and values, the development of an organisation climate (questioning culture, empowerment and accountability, a diverse culture and work autonomy), career development and succession planning, mentoring and learning and development. The role of the CHE in supporting the acquisition of reflexive competence was found to be that of monitoring and reviewing. It was further found that the individual needs and self interests played a huge part in developing reflexive competence. The findings from the less dominant study showed that the individual needs that encourage the acquisition of reflexive competence and the methods and processes that develop and support the acquisition of reflexive competence exist for MBA students. Finally, a framework is proposed that supports the acquisition of reflexive competence in a MBA.
