Assessing critical thinking in business education: Key issues and practical solutions

Calma, Angelito; Cotronei-Baird, Valeria S.

doi:10.1016/j.ijme.2021.100531

Cited by 9 publications

(3 citation statements)

References 53 publications

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“…Assessing the many skills of business students is not new. For example, several investigations have been made on critical thinking (Braun, 2004;Calma and Davies, 2020;Calma and Cotronei-Baird, 2021;Chikeleze et al, 2018;Egege and Kutieleh, 2004), problemsolving (Gillies, 2011;Snyder and Snyder, 2008;Williams and Reid, 2010), written communication skills (Calma et al, 2022;Grainger et al, 2019) and teamwork skills (Paguio and Jackling, 2016) of business students. These skills also form part of the most essential Using assurance of learning data skills employers value in business graduates (Birt, 2022;Doyle, 2020).…”

Section: Introductionmentioning

confidence: 99%

Using assurance of learning data to assess business students’ research skills

Calma

2023

QAE

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Purpose Skills development for business students is increasingly becoming more important in business education and the workplace. In this paper, students’ research skills are examined. The purpose of this paper is to identify some of the issues and challenges students face in developing research skills and how these can be addressed. Design/methodology/approach The study combines external marker evaluation and content analysis to evaluate one hundred 2,000-word essays and identify issues and challenges associated with students’ development of research skills. Findings Results show that the essays rate well in collecting and using sources and summarising key topics but miss on integrating sources in writing and inconsistency in citations and referencing. Research limitations/implications One of the paper’s limitations is using a sample from a single course in a business school in Australia. Nonetheless, the sampled essays represent similar writing tasks elsewhere that require students to display research skills. Practical implications Some implications for business and higher education are offered, including suggestions to address the issues and challenges raised in business education. For example, academics are encouraged to communicate clear expectations for writing tasks, provide support and show exemplars of business writing that incorporates practical research skills. Social implications Business students who develop effective research skills contribute to society by developing skills in effectively searching and evaluating information. This ensures business graduates in industry workplaces reach considered conclusions before making recommendations that could impact people’s lives. Originality/value The study is original in its approach to investigating the nuances of research skills deficiencies by using external expert examination combined with content analysis.

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Section: Introductionmentioning

confidence: 99%

Using assurance of learning data to assess business students’ research skills

Calma

2023

QAE

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“…Given that decision-making is important in human life and that making better decisions is a way of thinking better, individuals can benefit significantly from critical thinking skills (Turan et al, 2019). Developing critical thinking is an important goal in tertiary education and is even more important in business education and in business workplaces (Calma & Cotronei-Baird, 2021). Critical thinking is a skill that potential employees expect all graduates to have (Bandyopadhyay & Szostek, 2019;Nakatani & Wynekoop, 2020).…”

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confidence: 99%

Competences of Managers and Executives across Economic Sectors

Kmecova,

Juracka

2023

MMI

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This paper deals with the comparison of differences in the levels of the application of executives and managers´ competences in companies divided by the number of employees and the line of business and identifies the differences based on this classification. Research data were collected via a questionnaire survey administered to 610 small and medium-sized enterprises in the Czech Republic. The subsequent analysis of the responses showed that it is possible to work with complete data from 581 companies. The data were then subjected to statistical calculations according to statistical methods, specifically, the general linear model (GLM), two-way ANOVA, and regression analysis. These methods were used for calculating the results and compiling auxiliary tables and graphs. The results show that in terms of the classification of the companies by their size (the number of employees), it is statistically clear that with the growing number of employees and thus the size of companies, the level of application of the competencies of managers and executives increases as well. The highest level was identified in companies with 150 or more employees, while the lowest was identified in small companies with no more than 9 employees. In terms of the classification of companies by line of business, there were no significant differences in the application of competences; therefore, it cannot be confirmed that any specific line of business shows a higher level of applying managers´ and executives´ competences. The results obtained can help small companies realize that although the application of competences is more typical for large enterprises, small companies must also pay attention to this topic if they want to grow in the future and increase their turnover. The results are limited by the methods chosen for the achievement of the objectives and data collection. Finally, the results were compared with the findings of other authors.

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“…Research on critical thinking has grown over the last few decades (Moeiniasl, et.al., 2022). An important goal in education, one of which is to develop critical thinking skills (Calma & Cotronei-Baird, 2021;Rombout et al, 2022). Therefore, education should provide opportunities for students to improve their critical thinking, which is considered as one of the most important real-life competencies of the 21st century (Ayçiçek, 2021).…”

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Compatibility of Learning Competency Achievement Indicators In Electronic School Book (ESB) Indonesian High School with Critical Thinking Aspects

Safi’i

Hikmat

Anggraini

et al. 2022

Jur.Pend.Teo.Pen.Peng.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td rowspan="2" valign="top" width="439"><p class="Abstract"><strong>Abstract:</strong> The purpose of writing this article is to describe the level of conformity and diversity of development indicators of competency achievement in Indonesian high school BSE with critical thinking aspects emphasized by the Directorate. PSMA Directorate General of Primary and Secondary Education (2017). The method used in this research is content analysis. The research procedure used refers to Huberman and Saldaña (2018). The results showed that in the BSE class X there were 79 items, in class XI as many as 64, and in class XII as many as 55 items. The development of indicators of competency achievement in BSE Indonesian high school in general has been in accordance with critical thinking aspects, but the distribution of each aspect of critical thinking has not been evenly distributed.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Tujuan penulisan artikel ini adalah untuk mendeskripsikan tingkat kesesuaian dan keberagaman pengembangan indikator pencapaian kompetensi dalam BSE bahasa Indonesia SMA dengan aspek berpikir kritis yang ditekankan oleh Dit. PSMA Ditjen Pendidikan Dasar dan Menengah (2017). Metode yang digunakan dalam penelitian ini adalah analisis isi. Prosedur penelitian yang digunakan mengacu pada Huberman dan Saldaña (2018). Hasil penelitian menunjukkan, bahwa dalam BSE kelas X terdapat 79 butir, kelas XI sebanyak 64, dan kelas XII sebanyak 55 butir. Pengembangan indikator pencapaian kompetensi pada BSE bahasa Indonesia SMA secara umum telah sesuai dengan aspek berpikir kritis, namun penyebaran tiap aspek berpikir kritis belum merata.</p></td><td width="0" height="12"> </td></tr><tr><td width="0" height="175"> </td></tr></tbody></table></div>

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Assessing critical thinking in business education: Key issues and practical solutions

Cited by 9 publications

References 53 publications

Using assurance of learning data to assess business students’ research skills

Using assurance of learning data to assess business students’ research skills

Competences of Managers and Executives across Economic Sectors

Compatibility of Learning Competency Achievement Indicators In Electronic School Book (ESB) Indonesian High School with Critical Thinking Aspects

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