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Enhancing Critical Thinking by Teaching Two Approaches to Management

   

Added on  2021-04-17

8 Pages1982 Words480 Views
Running head: CRITICAL THINKINGCritical ThinkingName of StudentName of UniversityAuthor Note
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1CRITICAL THINKINGThe report focuses on reviewing an article that provides evidence about the manner inwhich critical thinking can be enhanced by teaching two different approaches tomanagement. The authors Dyck et al. (2012) explore the possible effects that students mayhave while implementing one approach to management as compared with two suchapproaches. For conducting, the research in a proper manner a quasi-experiment wasconducted which included a survey method, interview method and analysis of a case. Thearticle focuses on the differences that are seen among students having knowledge about onlyone conventional approach to management with those that have been taught bothconventional and alternative approaches. The article suggests that the students taught withonly the conventional method may face problems in the application of managementapproaches in a practical manner. The conventional approach to management includes theemphasizing of the maximum productivity, competitiveness and profitability in anorganisation. On the other hand, the alternative approach includes the balance of multiplewellbeing that assist stakeholders in the enhancement of critical thinking (Cottrell 2017). Theapplication of both the conventional as well as the alternative approach is focused on thisarticle along with its implications for the management of education.Critical thinking and management of education is the main topic for the article. Thearticle focuses on the manner in which agreement is posed in favour of teaching criticalthinking to students. The most important focus for the application of such thinking is in thebusiness schools. This is mainly because of the fact that these schools provide criticalreflection as one of the main goals for gaining accreditation. Furthermore, the article statesthat critical thinking is an essential skill set for managers as it can be applied in anyorganisational settings. However, McPeck (2016) have criticised the concept of criticalthinking and the manner in which it can be measured and the manner in which it can bedeveloped among students. Management education in the case of literature cannot be linked
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2CRITICAL THINKINGwith the critical thinking of the people. The article states that critical thinking has two basicdimensions that can be used to enhance the thought process among the students. Thesedimensions include the technical and philosophical dimension. According to Jackson (2015),critical thinking can be enhanced by focusing on the content and process. Research hassuggested that business schools undertake a better job in teaching technical dimension thanthe philosophical dimensions.The literature review suggests that opportunities for improvement exist in the field ofcritical thinking. The focus is more on the business schools as it can help in increasing thefocus by encouraging students to enhance the philosophical dimension and the contentdimension. This is maybe because of the fact that the critical approach of the business schoolstudents lacks the idea of philosophical dimension than the technical dimension. However,Dean (2015) it has also been seen that the development of classrooms has focused more onthe materials rather than the course. In this case, it can be said that the article creates a gap inthe literature in the manner that in the modern business schools, the use of philosophical aswell technical dimensions are given equal focus. The process used in business schools andthe process used in the nurturing of students are similar thereby providing an opportunity thatenhances the growth of the students. Every instructor in the business school needs to be wellversed with the knowledge that highlights the technical as well the philosophical dimensionsof critical thinking. Moreover, as observed by Shiraev, Shiraev and Levy (2016), the articlehas failed to explain the proper implementation of the critical thinking process for theconvenience of the managers.The article had conducted the research in six sections taking into considerationundergraduate introduction to the management course. The course was conducted during a13-week semester at a large Canadian university. It has been seen that the research was in theform a quasi-experiment, which was done keeping in mind certain measures such as surveys,
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