The Potential of Self-reflection in the Learning Process of Collaborative negotiation Skills

In her doctoral thesis, Margarita Canal explores the value of self-reflection to facilitate the learning process of collaborative negotiation skills as well as how self-reflection as a mental capacity functions. She draws on theories of self-reflection from the higher and management education fields, incorporating a psychoanalytical approach as well as a philosophical perspective that questions certain positive effects associated with reflection. The study provides a more realistic view of what reflection can add to the learning process of collaborative negotiation skills, proposing that reflection makes learning evident to both teachers and students. Moreover, the research sheds light on the understanding of reflection as a mental capacity, based on the conceptualization of the six psychic characteristics connected to it, namely: 1) making contact with oneself, 2) connecting to others, 3) reality perspective, 4) understanding and expressing emotions, 5) balanced narcissism, and 6) change process. This knowledge constitutes a contribution that allows management teachers who use journaling, self-reflection, or learning portfolios to take into account students’ psychic characteristics to assess their learning in meaningful and personalized ways aligned with a student-centered approach and, at the same time, enhance opportunities for transformative teaching.