Reflection 3

During my recent workplace experience, I engaged extensively with grant writing, project budgeting, and targeted research for funding opportunities. This practical involvement bridged the gap between theoretical knowledge from my Health Systems Science studies and real-world applications. Through the lens of project finance and strategic stakeholder alignment, I found myself applying principles from health economics and governance, which I had previously studied. According to Kolb’s Experiential Learning Theory (1984), learning from direct experience leads to deeper understanding. In my case, aligning grant proposals to meet specific funders’ requirements showcased how theoretical knowledge about financial and strategic alignment is crucial in project funding efforts.

The experience allowed me to gain new technical and management skills. Specifically, using ResearchConnect to locate suitable grants developed my research and analytical skills, adding a layer of precision to my knowledge. This aligns with Schön’s reflective practice theory (1983), which emphasises learning from “reflection-in-action.” Moreover, the budgeting exercise required meticulous planning and allocation of resources, reinforcing the financial planning and problem-solving skills I had acquired in academic settings. This grounding in strategic thinking echoes Mintzberg’s (1994) perspective that practical engagement sharpens management skills by challenging students to integrate theory with real-life organisational needs.

Developing critical thinking was another core aspect of my growth. I recognised the need to question assumptions, especially when crafting letters of inquiry that would appeal to funders’ interests. Critical thinking here involved not just application but analysis, as I assessed which elements of our project might appeal to funders like the Sloan Foundation. This skill reflects Ennis’s (1985) idea that critical thinking involves both reflective scepticism and judgment, aiding professional decision-making.

The experience also encouraged continuous self-development, an essential factor for lifelong learning, which Ramsden (2003) suggests arises from reflective practices. Reviewing my work daily enabled me to see where my writing needed improvement for clarity and persuasion, fostering an iterative learning process that I could carry forward.

Through this experience, I began to identify with a professional role within the grant writing and project management fields. Handling responsibilities like writing inquiry letters and budgeting gave me a sense of accountability and commitment. Wenger’s (1998) community of practice model suggests that active participation in work tasks allows individuals to develop professional identities, which resonated with me as I grew more confident in my role.

I developed key skills relevant to my discipline, especially in relation to organisational communication. Writing clearly and persuasively for different audiences within the organisation and with potential funders highlighted the importance of structured communication. Alvesson and Sveningsson (2003) argue that effective communication is foundational for professional competency. Additionally, careful observation allowed me to understand the culture of the placement organisation, contributing to a well-rounded appreciation of how grant writing and project budgeting are deeply embedded in the ethos of resource management.

Overall, this workplace experience gave me invaluable insights into the intersection of academic knowledge and practical application, reinforcing my commitment to health systems research and project management.

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Reflection

Alvesson, M., & Sveningsson, S. (2003). Good vision, bad vision: The construction of company visions and identification processes in a knowledge-intensive firm. Organization Studies, 24(6), 961-988.

Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44-48.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Mintzberg, H. (1994). The rise and fall of strategic planning. Free Press.

Ramsden, P. (2003). Learning to teach in higher education. Routledge.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.