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My Educational Journey and Aspirations in Business Management


In regard to highest qualification that I most recently have is high school certification from Pakistan. My education mostly occurred in English and it has impacted me in the current learning is that I am able to explore wide variety of content from all over the world to use it for updating my knolwdege as they are mostly presented in English rather than Urdu. My learning experience at the educational institution was mostly enjoyable because most of the content used for teaching were very informative with adequate videos and images as reference to understand it and allowed cope for reflecting each open of them for developing better ideas and learning. My present goal is to develop knolwdege regarding different aspect of business management as I wish to gain enhanced knowledge of people management in business to guide them toward higher performance and excellence. My attendance in the school was always 100% because I never wish to miss any class as I feel each of the lectures are important in letting me understand the depths of the subjects and show excellence in learning. The activities often given to me in the class were feedback from classmates, self-analysis questions, interview and others.

Learning Theory Analysis

In the class, the reflective learning theory, Left Brain/Right Brain theory and information processing theory are the three key theories being educated to the students. The reflective learning theory is beneficial in supportive learning because it acts in proactive manner to let individuals understand their strength and weakness of knowledge and skills regarding new topics (Griggs et al., 2018). However, the reflective learning theory has the limitation that is it creates confusion among the learner regarding the way they are to reflect on certain learning experiences (Gould and Taylor, 2017). The Left/ Right brain theory supports effective learning because left brain allows performing logical actions and the right brain supports performing activities in creative way (, 2013). However, the theory mentions that people with right-brain working would face weakness of being analytic in the academic field which would interfere with their performance in learning (Nam et al., 2018). The information process theory is beneficial for supporting learning because it allows creating a formula that allows systematic passing of knowledge to people to develop enhanced learning of fact. The limitation of following theory for supporting learning is that few of information may be forgotten by the students while understanding new data and there is no way described the way to remember them (Moss, 2021). In the study by Mearman et al. (2014), the six attendees described by Dolnicar (2004) are pragmatists, averagely motivated students, idealist, fundamental oriented students, everything but pleasure and minimalist.


The Honey and Mumford learning style is followed for self-analysing the preferred learning style supported by me and it is reflector. The reflectors mainly learn through thinking and observation regrading what is experienced in learning (Hunter, 2021). I personally like to be reflector because it provides me time to think before making any assumption regarding the learning topic. Moreover, it helps me to investigate my actions in learning and how they are going to impact me in future to determine whether the topic of concern needed to be continued to learn or not. However, the issue faced with being a reflector in learning is that it makes me fail to succeed in studies with aggressive deadlines as in such cases I do not have adequate time to reflect on my experience to learn effectively. According to analysis of Dolnicar (2004), I found that I am an idealist lecture attender. This is because I have always felt enthusiastic in attending lectures because I always thought it would make me develop best nature of meaningful ideas regarding the topic to prove my excellence.


The self-analysis made me understand I prefer reflective learning style and the weakness faced with its use that it does not allows learning to be developed when there are short-deadlines deadlines regarding any topic (Dantas and Cunha, 2020). The solution recommended for this condition is that I have to focus and practise on creating reflection of my studies within short time even though the deadline is extended. The other weakness faced due to being reflector is that I hold myself back from participating directly in the experience (Dantas and Cunha, 2020). This is to be avoided by creating self-motivation to personally involve in experience to more effective understand the reflected facts. The other weakness face in that I am not assertive in learning (Hunter, 2021). In this case, it is recommended that I express my opinion while being taught in the class without thinking of what other might say and understand that opinions may vary. The other weakness that being a reflector I am too cautious in taking risk to learn any aspect (Hunter, 2021). Thus, it is recommended that I need to understand that mistakes are pathway to learn better and without risk the path to be avoided in learning cannot be identified and therefore I need to take risk in learning.

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Dantas, L.A. and Cunha, A., 2020. An integrative debate on learning styles and the learning process. Social Sciences & Humanities Open, 2(1), p.100017.

Gould, N. and Taylor, I., 2017. Reflective learning for social work: research, theory and practice. Routledge.

Griggs, V., Holden, R., Lawless, A. and Rae, J., 2018. From reflective learning to reflective practice: assessing transfer. Studies in Higher Education, 43(7), pp.1172-1183.

Hunter, D., 2021. Reflection from the perspective of new reflectors: investigating what teacher learners find valuable in a reflective task. Reflective Practice, pp.1-14.

Mearman, A., Pacheco, G., Webber, D., Ivlevs, A. and Rahman, T., 2014. Understanding student attendance in business schools: An exploratory study. International Review of Economics Education, 17, pp.120-136.

Moss, D., 2021, Information Processing Theory in Context, Available at: [Accessed on: 23 February 2021]

Nam, C.S., Nijholt, A. and Lotte, F. eds., 2018. Brain–computer interfaces handbook: technological and theoretical advances. CRC Press. 2013, Jeff Anderson Debunks Left-Brain, Right-Brain Theory, Available at: [Accessed on: 23 February 2021]

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