Reflective Journal #1: Deciding on the Problem for My Research Study

1. Description The process of deciding on a research problem for my study was both intriguing and challenging. As a final-year student pursuing a degree in International Management, I was keen on selecting a topic that would resonate with both my academic interests and professional experiences at the St. Kitts Investment Promotion Agency (SKIPA). The assignment required me to choose a research problem that would be the foundation for my study. Initially, I explored several topics, including corporate social responsibility (CSR), sustainable development, and investment promotion, all of which align with my day-to-day responsibilities at SKIPA.

However, narrowing down my focus was not straightforward. I first considered a broad study on CSR in Small Island Developing States (SIDS), but after some reflection, I realized it was too ambitious. This forced me to reconsider and focus on a more specific issue that directly relates to my work at SKIPA. After reviewing the course materials and reflecting on the expectations of the research project, I decided to explore the role of SKIPA in integrating CSR principles into its investment promotion strategies to promote sustainable development.

The process of choosing this problem was not smooth. I spent a lot of time debating between different topics, which caused some anxiety and uncertainty. I also consulted several sources, including my experience at SKIPA and relevant academic literature, to ensure that my topic was both feasible and academically rigorous. Ultimately, the decision was driven by my desire to align the research with my future career aspirations and my belief in the importance of sustainable development in small island economies.

2. Feelings At the start of this process, I felt a mixture of excitement and nervousness. I was excited because the assignment allowed me to focus on an area that interests meCSR and sustainabilitybut nervous because I wasn't sure if I would be able to narrow down the topic effectively. The pressure to select a suitable research problem made me anxious, especially as the deadline approached and I had not yet finalized my decision.

As I brainstormed and evaluated different options, I often felt frustrated. I had multiple ideas but was unsure which one would be the best fit for the scope of the assignment. My uncertainty only increased when I learned that some of my peers had already settled on their topics, while I was still grappling with mine. However, after attending a few additional research sessions and revisiting the lessons learned in MGMT2063, I started to feel more confident. Once I committed to the problem of SKIPA's role in promoting CSR, a sense of relief washed over me, and I felt a renewed sense of focus and motivation.

3. Evaluation The experience of deciding on a research problem had its ups and downs. On the positive side, the process allowed me to think critically about my academic and professional goals. I appreciated the opportunity to reflect on how my experiences at SKIPA could contribute to a meaningful research study. By focusing on the integration of CSR in investment promotion, I felt I could address an issue of both theoretical and practical importance. This alignment between my coursework and career made the decision feel more purposeful.

On the negative side, the indecision and self-doubt I experienced were major hurdles. I spent too much time exploring different topics without a clear focus, which led to unnecessary delays. In hindsight, I realize that I could have managed my time better and sought feedback earlier in the process. These challenges made the experience more stressful than it needed to be, and I recognize that I let my initial excitement turn into frustration due to a lack of clear direction early on.

4. Analysis Looking back, the challenges I faced in deciding on a research problem stemmed from a lack of clear structure in the early stages. I did not have a defined process for narrowing down my options, which led to indecisiveness. The problem definition process (Zikmund et al., 2009) is critical in research, and if I had relied on a more structured approach from the beginning, I could have made the decision more quickly and with less anxiety.

Moreover, this experience highlighted the importance of aligning academic work with professional interests. By integrating concepts from previous courses, such as research methods from MGMT2063, I was able to apply a more focused approach to my topic selection. My understanding of the SMART framework (Doran, 1981) helped me ensure that the research problem I chose was not only academically sound but also achievable within the constraints of the course.

5. Conclusion From this experience, I learned several key lessons. First, I realized the importance of adopting a structured approach when making decisions, especially for something as important as selecting a research problem. Second, I learned that indecision can lead to unnecessary stress, and it's important to take action early, even if that means seeking feedback or refining ideas as I go. Finally, I learned the value of aligning my academic work with my professional interests. By doing so, I was able to choose a topic that I am passionate about and that has real-world relevance to my work at SKIPA.

6. Action Plan Moving forward, I will apply a more systematic approach to decision-making in both academic and professional settings. For future research projects, I plan to develop a clear list of criteria for evaluating potential topics early in the process, such as relevance to the course, feasibility, and personal interest. I will also make it a priority to seek feedback from instructors and peers earlier, to ensure that I am on the right track.

Additionally, I will continue to apply critical thinking skills in both my academic and professional roles. I now understand that the research process requires ongoing reflection and adjustment, and I will use this experience to guide me in future projects, including any research papers I may undertake in graduate school or in my role at SKIPA.

References Bolton, G. (2010). Reflective Practice: Writing and Professional Development. Sage. Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35-36. Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2009). Business Research Methods (8th ed.). South-Western Cengage Learning.

Reflective Journal 1: Experience Deciding on a Research Problem The University of the West Indies Course: MGMT3116 - Research Project/Practicum

Introduction

According to Bolton (2010), reflection involves an in-depth consideration of events, the people involved, and how they felt about it, enabling deeper understanding and improvement of one's actions. Gibb's Reflective Cycle, with its six stagesdescription, feelings, evaluation, analysis, conclusion, and action planprovides an effective framework for reflecting on my experience of deciding on a research problem for my MGMT3116 Research Practicum.

Stage 1: Description

As a final-year student pursuing a B.Sc. in International Management, MGMT3116 is crucial for my successful graduation. However, I faced an additional challenge of starting the course later than most students due to financial difficulties, which delayed my enrollment. This setback caused me to miss some key introductory sessions, making it even more difficult to decide on a suitable research problem.

The first assignment for the 2024/2025 Semester 1 required reflecting on my experience in selecting a research topic. Despite the initial setback, I began brainstorming potential research topics related to the St. Kitts Investment Promotion Agency (SKIPA), where I currently work. The aim was to ensure that my research would not only meet academic requirements but also have practical relevance to my role in promoting sustainable development in St. Kitts.

Stage 2: Feelings

Initially, I felt overwhelmed and anxious due to starting the course late. The financial issues that delayed my enrollment weighed heavily on me, leaving me feeling behind and concerned about catching up. When I finally began considering research problems, I experienced uncertainty, unsure if I could meet the deadlines or match the progress of my peers.

As I started engaging with the course material and brainstorming ideas, my anxiety turned into frustration. I struggled to narrow down my ideas and felt increasingly isolated, especially since many of my classmates had already begun receiving feedback from their supervisors. The absence of immediate feedback on my progress exacerbated these feelings.

Nevertheless, as I attended more sessions and caught up on readings, I started to feel more confident. I realized that my financial delays and late start didn't have to define my journey through the course. The more I engaged with my peers and course content, the more my confidence grew.

Stage 3: Evaluation

At first, my experience was largely negative due to feelings of being behind, anxious, and overwhelmed by the late start. However, these challenges pushed me to work harder and seek support wherever possible. I learned to lean on the resources available, including online materials and advice from colleagues, to catch up and make informed decisions about my research topic.

Ultimately, despite the rough beginning, I was able to select a topic that aligned with both my academic interests and professional role at SKIPA. The process taught me the importance of resilience and adaptability, even when facing personal financial constraints and external pressures.

Stage 4: Analysis

Looking back, my financial difficulties and the subsequent late start in the course were pivotal in shaping my experience. Had I not faced these challenges, I may not have been as motivated to overcome the obstacles and push myself to catch up. This experience highlighted the importance of planning and resilience.

The difficulties also taught me how critical it is to apply knowledge from previous courses to current challenges. In my case, recalling lessons from MGMT2063 (Research Methods) helped me better understand the research problem selection process, despite my delayed start.

Stage 5: Conclusion

This experience reinforced several key lessons: financial difficulties and external challenges can delay progress, but with determination and a willingness to seek support, success is achievable. Additionally, reflecting on past learning experiences and integrating them into current academic challenges is crucial for making informed decisions.

Going forward, I have learned that it's vital to not let setbacks define my journey. Starting late due to financial problems taught me to be resilient, resourceful, and patient with myself.

Stage 6: Action Plan

Moving forward, I will approach future research tasks with a more proactive mindset, ensuring I have a contingency plan for any personal or financial obstacles that might arise. I also plan to continue using reflection and critical thinking to guide my academic and professional decisions.

Additionally, should financial difficulties arise in the future, I will seek assistance earlier, avoiding a repeat of this situation. I also intend to use the knowledge gained in MGMT3116 to help navigate future research endeavors in my professional role at SKIPA.

bASED ON THE RUBIC PROVIDED COMBINED THE 2 ESSAY

USE THE DOCUMENT PROVIDED TO PERSONALIZE A REFLECTIVE JOURNAL DRAFT BASED ON MY EXPERICENCES. MGMT3116 - Summative Assignment 1 - Sem. 1 2024-2025 Reflective Journal #1 1. For this assignment, you are asked to DO reflection on your experience of deciding on the problem on which you are planning to base your research study. 2. You are to follow Gibb's Reflective Cycle as your guide in laying out your reflection. (You can find diagrams, explanations, and guidance on Gibbs Reflective Cycle on the internet. e.g., https://in.pinterest.com/pin/635500197393870629/) 3. Pay careful attention to the rubric provided with the assignment,

Reflective Journal Rubric Criteria

Clarity in Description of Experience/Feelings

The language is clear and expressive.

The reader can HAVE mental picture of the situation being described.

Abstract concepts are explained accurately/Makes sense to the reader. (Citations required)

Relevance The experience being reflected upon is: relevant to the task given.

Analysis The reflection: analyzes how the experience contributed to the student's understanding of course concepts

(shares what sense the student made of the experience/situation

suggests an alternative action based on challenges experienced

Interconnections The reflection demonstrates direct connections between the experience and: material from other courses past experiences

Self-Evaluation, Conclusions, and Action Plan The reflection demonstrates the ability of the student to question their own: biases/stereotypes preconceptions/misconceptions/ assumptions

The reflection demonstrates the ability of the student to: define new mode of thinking or acting as a result of the experience.