Stricto sensu postgraduate management education prepares researchers and teachers. We hope that Master's Degree students develop their learning capacity in order to conduct research. Academic procrastination and learning shock on the part of the Master's Degree students hinder this process. The purpose of this exploratory study is to examine the teaching-learning practice during and after the learning-to-research process, seeking to answer the following question: How do Master's Degree students learn through actual experience while conducting qualitative research on management related issues? Based on a theoretical reference related to teaching-learning, reflection and qualitative research, the study traced a methodological trajectory inspired by phenomenology and the socio-constructivist approach that favor a better experience for professors and students. We reached the conclusion that the experience of field research and the practice of public reflection in an on the field (a) increased the awareness of the participants concerning their importance in the teaching-learning process and (b) revealed two implications: it can help teaching staff in Master's Degree courses in management to reflect on their own practices and it can help Master's Degree managers to formulate policies for preparing staff and didactic-pedagogical policies.
experiential learning; public reflection; qualitative research teaching; academic procrastination; management of Master's Degree education practices
