The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.

1. An exploration of third-year BA Culinary and Gastronomic
Science student experiences of developing a reflective practice
eportfolio at Galway-Mayo Institute of Technology, Ireland
O C T O B E R 2 0 2 1
Gilsenan, C.1 and English, M.2
1Galway International Hotel School, Galway-Mayo Institute of Technology, Galway, Ireland.
2School of Business, Galway-Mayo Institute of Technology, Galway, Ireland.

2. Overview
Part One: Introduction
Part Two: Literature Review
Part Three: Research Methodology
Part Four: Results
Part Five: Conclusions
O C T O B E R 2 0 2 1
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3. Introduction
P A R T 0 1
O C T O B E R 2 0 2 1
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4. Context of the Study
• The skills and knowledge expected of Culinary
Arts graduates are generally acquired through
craft-based training.
• Developing the right skills that correspond to the
needs of industry is essential for helping graduates
secure their desired career in an increasingly
dynamic and competitive industry.
• Reflective Practice is one such skill. It aids
students to develop an ability to critically examine
and theorise their own and others work, through
collaborative, peer, and self-assessment processes.
• Holtzman, Kraft et al. (2021) recommend that higher
education providers embed eportfolio-based
learning in their curricula, so that graduates can
gain a competitive advantage over other applicants
in the job sector.
O C T O B E R 2 0 2 1
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5. O C T O B E R 2 0 2 1
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6. Research
Aim
To explore third year Culinary and Gastronomic
Science student experiences of developing a
reflective practice eportfolio.
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7. Research
Objectives
To conduct a thorough literature review on reflective practice
and eportfolios based learning in higher education.
To design and implement the first phase of an action research
(AR) study, aimed at exploring participant experiences arising
from the development of a reflective practice eportfolio.
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8. Review of
Key Literature
P A R T 0 2
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9. D I G I T A L
C O M P E T E N C Y
E P O R T F O L I O B A S E D
L E A R N I N G
R E F L E C T I V E
P R A C T I C E
Key Literature: Dominant Themes
O C T O B E R 2 0 2 1
• F a l l o n ( 2 0 2 0 )
• J I S C ( 2 0 2 1 )
• N a t i o n a l F o r u m
f o r T e a c h i n g a n d
L e a r n i n g ( 2 0 2 0 )
• K e n n e d y e t a l .
( 2 0 0 7 )
• D e J a g e r ( 2 0 1 9 )
• D o n a l d s o n ( 2 0 1 8 )
• Eynon, B., Gambino, L. (2017).
• F a r r e l l ( 2 0 1 9 )
• F a r r e l l ( 2 0 1 8 )
• R i n g e t a l . ( 2 0 1 7 )
• W a k e l i n g e t a l . ( 2 0 1 8 )
• G i b b s ( 1 9 8 8 )
• K o l b ( 1 9 8 4 )
• M o o n ( 2 0 0 5 )
• R a c e ( 2 0 0 6 )
• R o b e r t s e t a l .
( 2 0 1 6 )
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10. Methodology
P A R T 0 3
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11. Research Methodology
O C T O B E R 2 0 2 1
Philosophy
• Constructivism
• Interpretivism
Mixed Methods
• Qualitative
• Quantitative
Strategy
• Action Research
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12. Research Participants
O C T O B E R 2 0 2 1
Program: BA Culinary and Gastronomic Science
Year: 3
Module: Introduction to Sensory and Consumer
Science
Sample Size: 13 students volunteered to take part
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13. Ethical Considerations & Data Collection Methods
S T E P S A N D A C T I O N I T E M S
Ethical Considerations Interviews with Experts Questionnaire
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S T E P 0 1 S T E P 0 2 S T E P 0 3
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14. Results
P A R T 0 4
O C T O B E R 2 0 2 1
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15. Emerging Themes
R E S E A R C H F I N D I N G S F R O M Q U A L I T A T I V E D A T A C O L L E C T I O N
04
03
05 06
O C T O B E R 2 0 2 1
D I G I T A L
C A P A B I L I T I E S
R E F L E C T I V E
P R A C T I C E
M O T I V A T I O N
P U R P O S E O F T H E
E P O R T F O L I O
S U P P O R T
B E N E F I T S A N D
B A R R I E R S
02
01
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16. O C T O B E R 2 0 2 1
Purpose of the eportfolio
Q U A L I T A T I V E R E S E A R C H F I N D I N G S : I N T E R V I E W S W I T H T H E E X P E R T S
"‘I always explain the purpose for the eportfolio. You need to spend time explaining to the students, what it
is, what does it look like and why they are doing it.’
Expert Interviewee 1
"Eportfolios are an authentic form of assessment. They can act as a repository for coursework. They
allow students to reflect on their learning progress. Students can showcase work to prospective
employers"
Expert Interviewee 2
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"The eportfolio has to be central to the assessment strategy...Assessment drives learning".
Expert Interviewee 3

17. O C T O B E R 2 0 2 1
Purpose of the eportfolio
Q U A N T I T A T I V E R E S E A R C H F I N D I N G S : Q U E S T I O N N A I R E
Figure1: How important are the following purposes of the e-Portfolio?
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0 0 0 0 0 0 0 0
45.5
18.2
9.1
27.3
18.2
36.4
27.3
9.1
54.5
81.8
90.9
72.7
81.8
63.4
72.7
90.9
0
10
20
30
40
50
60
70
80
90
100
To document
evidence
To record work To understand
future steps for own
learning
To celebrate
success
To collaborate with
peers
To develop
reflective writing
skills
To develop
reflective thinking
To set goals
Response
Rate
%
Purposes of eportfolios
How important are the following purposes of eportfolios?
Not at all important Moderately important

18. O C T O B E R 2 0 2 1
Reflective Practice
Q U A L I T A T I V E R E S E A R C H F I N D I N G S : I N T E R V I E W W I T H T H E E X P E R T S
"Not all students, but a lot of students find that it really helps them to understand their process of learning,
and helps them to pinpoint areas to improve. It gives them control and agency over the real learning process.
By reflecting on how and why they're learning, they often identify strengths and weaknesses, and the students
that really benefit from it".
Expert Interviewee 2
"So you do have to give them some support there and show them an example of what reflective writing looks
like. Give them a model of reflection but remember it's about scaffolding, helping students through and, you
know, it's worth it in the end, and most of them are very satisfied with their work in the end, but it's not easy".
Expert Interviewee 4
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19. O C T O B E R 2 0 2 1
Reflective Practice
Q U A N T I T I V E R E S E A R C H F I N D I N G S : Q U E S T I O N N A I R E
Figure 2: Embarking on reflective practice
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0 0
9.1 9.1
0
27.3 27.3 27.3
100
72.7
63.6 63.6
0
10
20
30
40
50
60
70
80
90
100
Allowed me to identify areas I needed to
improve.
Reflective practice encouraged me to
take more responsibility for my learning.
I was able to reflect deeply about
experiences outside college too.
I needed guidance with reflective
practice.
Response
Rate
(%)
Statements
Embarking on reflective practice
Disagree Neutral Agree

20. Conclusions
P A R T 0 5
O C T O B E R 2 0 2 1
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21. O C T O B E R 2 0 2 1
Conclusions
This research study aimed to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective
practice eportfolio.
• Providing an area for learners to record work, understand future steps for their own learning and set goals were deemed to be very
important purposes of the reflective practice eportfolio for almost all participants (>80%). Furthermore, most participants deemed
reflective practice to be useful, confirming that it enabled them to identify areas they needed to improve and encouraged them to take
more responsibility for their learning.
• Finally, in considering such an approach it is imperative that the purpose of the reflective practice eportfolio is clearly defined,
requirements are communicated, digital capabilities measured, and training is delivered, rubrics are created, exemplars are shared, and
support is provided, in order for it to be successfully adopted.
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22. 19

23. References
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Teaching and Learning Practice, 16(3), 1-15.
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Trinity College Dublin, Ireland). Retrieved from: http://www.tara.tcd.ie/bitstream/handle/2262/85988/Orna%20Farrell%20Phd%20full%20final%20post-via%2024-1-
2019.pdf?sequence=1&isAllowed=y [Accessed 25 May 2020].
Farrell, O. (2018). Failure to launch: the unfulfilled promise of eportfolios in Irish higher education: an opinion piece. ResearchGate. Retrieved From (PDF) Failure to Launch: The
Unfulfilled Promise of Eportfolios in Irish higher education: An Opinion Piece (researchgate.net) [Accessed 25 May 2020].
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit Oxford Polytechnic.
GMIT (2020). GMIT courses in Culinary Arts. GMIT. Retrieved from https://www.gmit.ie/culinary-arts/bachelor-arts-honours-culinary-and-gastronomic-sciences[Accessed 25 May
2020].
Hegarty, J. A. (2011). Achieving excellence by means of critical reflection and cultural imagination in culinary arts and gastronomy education, Journal of Culinary Science & Technology,
9(2), 55–65.
Holtzman, D.M., Kraft, E.M. & Small, E. (2021). Use of eportfolios for making hiring decisions: a comparison of results from representatives of large and small businesses. Emerald
Insight. Retrieved from Use of ePortfolios for making hiring decisions: a comparison of the results from representatives of large and small businesses | Emerald Insight [Accessed 1
July 2021].
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Moon, J. A. (2005). A new perspective on the elusive activity of critical thinking: Discussions in Education Series. The Higher Education Academy Subject Centre for Education
ESCalate. Retrieved from: www.ESCalate.ac.uk/index [accessed 25 May 2020].
National Forum for Teaching and Learning (2020). INDEx Irish National Digital Experience Survey. Retrieved from: https://hea.ie/assets/uploads/2020/05/NF-2020-INDEx-Report.pdf
[Accessed 25 May 2020].
Picardo, K. and Sabourin K. (2018). Measuring student learning gains in independent research experiences in sciences through reflective practice portfolios. Bioscene, 44(2), 29-36.
Race, P. (2006). Evidencing reflection: Putting the “w” into reflection. The Higher Education Academy Subject Centre for Education ESCalate. Retrieved from:
http://escalate.ac.uk/resources/reflection/ [Accessed 25 May 2020].
Wakeling, L., Aldred, P. and Hains-Wesson, R. (2018). e-Portfolios and reflective practice for Food Science students. Journal of Food Science Education, 17, 52-59.
Except where otherwise stated, images in this presentation were obtained from www.canva.com, and are licenced under Free Media Licence Agreement.
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24. Contact Details
O C T O B E R 2 0 2 1
Email: Clare.Gilsenan@gmit.ie
Phone No.: +353 91742542
Twitter: @drgilsenan
Website: www.drgilsenan.weebly.com
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