The development of reflective practice in post-graduate business education through the use of peer-centered coaching strategies

Knowledge, cognitive skill and metacognition are often touted as the key dimensions of professional competence. This paper will report on research investigating the impact of reciprocal peer coaching on the development of metacognition, critical thinking and constructivist learning in post graduate business students at the Graduate School of Business, Curtin University of Technology. The research spanned four study units and involved single and multiple responses from 43 students engaged in reciprocal peer based coaching. All students developed personal learning objectives related to their learning and maintained reflective learning journals over the course of their study. This information was used as the basis of discussion during focused peer based coaching sessions. Students wrote specific peer coaching reports addressing a series of questions designed to evaluate the impact of the experience on their learning and development. A total of 71 reports were received from the 43 students. Qualitative research analysis software, N-Vivo, was used to analyze the 71 reports on the peer coaching experience. Seven dimensions were identified under which the impact of peer coaching on metacognition, constructivist learning and critical thinking could be evaluated. A series of other dimensions which describe the power of the peer coaching experience were also identified. The results endorse peer coaching as a tool to enhance the development of mastery and as a useful addition to the curriculum framework of management and leadership programs. Noteworthy benefits for the promotion of constructivist learning and critical thinking were evident in the peer coaching experience and will be discussed.