Task One – Academic Journal Critique
Word limit: 1200 words
Given the JOURNAL Article:
James Guthrie, Lee D. Parker, (2017) “Reflections and projections: 30 years of the interdisciplinary accounting, auditing and accountability search for a fairer society”, Accounting, Auditing & Accountability Journal, Vol. 30 Issue: 1, pp.2-17,
Permanent link to this document: https://doi.org/10.1108/AAAJ-11-2016-2781
Complete the following tasks:
- In the first instance, read the journal article
- Write a 400 word summary of the article identifying major
- Critically reflect on the ‘quality’ [see below] of the article in no more than 300
- In what ways do you believe this article is relevant to the practice of accounting either in terms of professional accounting practice and/or stakeholder related issues? – 300
- In the light of your responses to questions 3 and 4 how would you improve this research activity?- 200 words
‘Quality’ – this critical reflection of the article will focus on the theory and methodology adopted, sample on which the study is based and the analysis and findings of the study in the context of contribution to the development of theory and practice in accounting.
Rubric for Assessment
|Criteria||Exceeds Expectation||Expectations Fully Met||Meets Expectations||Approaches Expectations||Does Not Meet Expectations|
|Summary 30 marks||All main ideas and facts of the article are included. Summary of the article was written objectively, comprehensively and referencing to the article provided.||Most of the main ideas and facts of the article are included. Summary of the
article was written objectively and generally comprehensive.
|Many of the main ideas and facts of the article are included. Summary was not completely objective nor comprehensive.||Few of the main ideas and facts of the article are included. Summary is not written objectively nor comprehensively||No summary is provided or verbatim of the text is provided|
|Critical reflection 25marks||The reflection is fully comprehensive embracing views on the problem statement, literature reviewed, design and analysis of the study, presentation was clear and concise, and conclusions and implications were appropriate.||The reflection is comprehensive embracing views on the problem statement, literature reviewed, design and analysis of the study, presentation was clear and generally concise, and conclusions and implications were appropriate.||The reflection is comprehensive embracing views on the problem statement, literature reviewed, design and analysis of the study, presentation was not completely clear and concise, and conclusions and implications were partially appropriate.||The reflection embraces views on a number of the areas identified for a ‘good’ critical reflection but falls short of those that should be covered.||The reflection is really a second summary not expressing the views of the ‘reflector’ on the issues embraced by a ‘good’ reflection, or reflects only on one or two of the areas|
|An excellent evaluation of the relevance of this article to accounting
practice and the future is
|A quality evaluation of the relevance of this article to accounting practice and the future is drawn||A quality evaluation of the relevance of this article to accounting practice but little link to implications for the future.||There is a link drawn to accounting practice and the potential relevance of this article but it is not developed well||There is no link to drawn to accounting practice and the potential relevance of this article.|
|Improvements to the
|A clear, comprehensive and concise discussion of improvements that could be made and the implications arising from this study are noted.||A clear and concise discussion of improvements that could be made and the implications arising from this study are noted.||A good discussion of
improvements that could be made and the implications arising from this study are noted.
|A discussion of improvements that could be made and/or the implications arising from the study but not comprehensive.||Improvements and implications are not discussed|
‘Critical Reflection’ – A Guide to Question’s 3 to 5
Remember reflection is:
Reflection is an everyday process. We reflect on a range of everyday problems and situations all the time: What went well? What did not?
Why? How do I feel about it?
If we consciously reflect, maybe as part of our work or family role, there tends to be a rough process of ‘How did it go? What went well? Why? What did not? Why? What next?’ Examples might be of a football coach reflecting after a match, a teacher reflecting on a lesson, or simply a parent thinking about how best to deal with a teenager. In this kind of reflection, the aim is to look carefully at what happened, sort out what is really going on and explore in depth, in order to improve, or change something for next time.
This brief guide will look at what is meant by reflection, suggest forms of structured reflection to improve the way you learn, and also outline how to use a model of reflection to structure a reflective assignment
Key elements of reflection
Reflection is a type of thinking associated with deep thought, aimed at achieving better understanding. It contains a mixture of elements:
1. Making sense of experience
We do not always learn from experiences. Reflection is to analyze experience, actively attempting to ‘make sense’ or find the meaning in it.
2. ‘Standing back’
It can be hard to reflect when we are directly involved in an activity. ‘Standing back’ gives a better view or perspective on an experience, issue or action.
Reflection involves ‘going over’ something, often several times, in order to get a broad view and check nothing is missed 4. Deeper honesty
Reflection is associated with ‘striving after truth’. Through reflection, we can acknowledge things that we find difficult to admit in the normal course of events.
- ‘Weighing up’
Reflection involves being even-handed, or balanced in judgement. This means taking everything into account, not just the most obvious.
Reflection can bring greater clarity, like seeing events reflected in a mirror. This can help at any stage of planning, carrying out and reviewing activities.
Reflection is about learning and understanding on a deeper level. This includes gaining valuable insights that cannot be just ‘taught’.
8. Making judgements
Reflection involves an element of drawing conclusions in order to move on, to change or to develop an approach, strategy or activity.