(Co)meta-reflection as a method for the professional development of academic middle leaders in higher education

Abstract

The professional development of middle leaders in higher education is little considered in existing research, though there are general concerns being raised about the suitability of the professional development opportunities currently available. This article develops and explores the use of meta-reflection as a method for professional development, particularly of academics with direct responsibilities for courses and programmes such as course leaders, directors and co-ordinators. As an extension of reflective practice, (co)meta-reflection is proposed as a joint activity involving two or more people, seeking to develop their thought and practice by moving from descriptive to analytical levels of reflection. We provide an example of a (co)meta-reflective exercise and identify it as an approach with considerable potential to address the problems that middle leaders face, and call for further exploration of it as a method for professional development.