ERA 2013 vs. Gibbs 1988

Attribute	ERA 2013	Gibbs 1988
Definition	Explicit Reflective Approach	Reflective Cycle
Focus	Reflecting on experiences	Reflecting on actions and outcomes
Process	Structured steps for reflection	Cycle of description, feelings, evaluation, analysis, conclusion, action plan
Application	Widely used in education and professional development	Commonly used in healthcare and social work

Introduction

ERA 2013 and Gibbs 1988 are two widely used models in the field of education research. Both models aim to provide a framework for evaluating the quality of research and scholarship. While they share some similarities, there are also key differences between the two models that are important to consider.

Attributes of ERA 2013

The Excellence in Research for Australia (ERA) initiative was first introduced in 2010, with the ERA 2013 being the second iteration of the evaluation framework. ERA 2013 focuses on assessing the quality of research outputs produced by Australian universities across various disciplines. The key attributes of ERA 2013 include a focus on research quality, impact, and engagement with end-users.

• Research Quality: ERA 2013 places a strong emphasis on the quality of research outputs, including publications, creative works, and other forms of scholarly activity. The model uses a range of indicators to assess the quality of research, such as citation counts, peer review, and research income.
• Impact: Another key attribute of ERA 2013 is the assessment of research impact. This includes the extent to which research has made a difference in the wider community, industry, or policy development. Impact is measured through case studies and evidence of engagement with end-users.
• Engagement: ERA 2013 also considers the level of engagement between researchers and end-users of research. This includes collaboration with industry partners, government agencies, and other stakeholders to ensure that research is relevant and useful to society.

Attributes of Gibbs 1988

Gibbs' model of reflective practice was first introduced in 1988 as a framework for promoting reflective thinking and learning in the context of professional development. The model consists of six stages, including description, feelings, evaluation, analysis, conclusion, and action plan. The key attributes of Gibbs 1988 include a focus on self-reflection, critical thinking, and continuous improvement.

• Self-Reflection: One of the central attributes of Gibbs 1988 is the emphasis on self-reflection as a means of learning and personal growth. The model encourages individuals to reflect on their experiences, thoughts, and emotions in order to gain insights and improve their practice.
• Critical Thinking: Gibbs 1988 also promotes critical thinking as a key attribute of reflective practice. By evaluating and analyzing their experiences, individuals can develop a deeper understanding of themselves and their professional practice.
• Continuous Improvement: Another important aspect of Gibbs 1988 is the focus on continuous improvement. The model encourages individuals to identify areas for development and create action plans to address them, leading to ongoing learning and growth.

Comparison of Attributes

While ERA 2013 and Gibbs 1988 are designed for different purposes and contexts, there are some similarities in their attributes. Both models emphasize the importance of quality, whether in research outputs or professional practice. They also encourage critical thinking and evaluation as a means of improving performance and achieving excellence.

However, there are also significant differences between the two models. ERA 2013 focuses on research quality, impact, and engagement with end-users, while Gibbs 1988 is more concerned with self-reflection, critical thinking, and continuous improvement in professional practice. The former is geared towards evaluating research outputs at the institutional level, while the latter is more individual-focused and aims to enhance personal and professional development.

Conclusion

In conclusion, ERA 2013 and Gibbs 1988 are two distinct models that serve different purposes in the field of education research and professional development. While both models share some common attributes, such as a focus on quality and critical thinking, they also have unique characteristics that set them apart. Understanding the attributes of each model can help researchers and practitioners make informed decisions about which framework is most suitable for their needs.