Self-reflection in managers’ collaborative learning

Abstract

While traditionally viewed as a private internal dialogue, explicitly shared self-reflection holds significant potential to drive managers’ collaborative learning. Although collaborative learning has been studied extensively, the role of self-reflection in managers’ collaborative learning remains underexplored. This study addresses this gap by examining how self-reflection contributes to experienced managers’ collaborative learning in managerial education. Using qualitative thematic analysis of 40.5 h of video data from three learning groups, we identified five self-reflection themes operating at individual and group levels. Individually, self-reflection enhances self-awareness and personal development. At the group level, it fosters cohesion and collaborative knowledge construction. The findings indicate that managers’ self-reflection is both individual and socially co-constructed, emotionally grounded and dialogic. Theoretically, this study advances understanding of how self-reflection dynamically supports collaborative learning among experienced managers. Practically, it highlights the value of embedding structured self-reflection in managerial education.