Participant journaling as a data collection method in management education research

Purpose: This paper examines participant journaling as a qualitative data collection method in management education research. It aims to analyze how journaling can illuminate student learning experiences, capture developmental processes and provide insights into pedagogical effectiveness while identifying best practices and methodological challenges. Design/methodology/approach: The study employs an integrative literature review methodology, analyzing peer-reviewed articles from multiple databases including Academic Search Premier, ERIC, PsycINFO and Business Source Premier. The review spans the past 20 years, focusing on journaling applications in management education and related fields. Findings: The review reveals that participant journaling offers unique advantages for studying management education, including real-time documentation of learning processes, longitudinal tracking of skill development and capture of reflection-in-action. Key challenges include maintaining student engagement, ensuring assessment consistency and managing data complexity. The study identifies theoretical frameworks underpinning journaling methodology, including experiential learning theory, transformative learning theory and critical management education. Research limitations/implications: The review suggests the need to develop systematic approaches for journal analysis and standards for quality assessment in management education research contexts. Originality/value: This paper provides the first comprehensive review of participant journaling specifically within management education research contexts. It extends existing literature by synthesizing theoretical foundations, identifying unique methodological considerations for management education settings and proposing research directions for advancing journaling as a rigorous qualitative method in management education scholarship.