Research by Anderson and Reid (2013), delve into the
issue of developing critical thinking skills among college students. These
skills are particularly important for college of business graduates who may someday
need to develop and implement their own strategies. Such skills are also important in their daily
lives as they make the hundreds of miniscule decisions that lead to career
success.
Critical thinking can be defined as the use of
cognitive skills or strategies that increase the likelihood of positive
outcomes (Halpem, 1998). It may also be defined as the knowledge, skills and
strategies that improve rational decision making, problem solving and improve
creativity (Reid, 2009). Such skills afford people the opportunity think about
the factors that go into making a decision and finding more rational conclusions.
A 2008 report of business
colleges found that 87% had no critical thinking components (Devore, 2008).
Likewise, business managers were also disappointed in the critical thinking
skills that graduates gained upon graduation (Woods-Bagot, 2012). The lack of critical thinking skills within
colleges and the general disappointment of mangers mean there is a misalignment
between education and the needs of employers.
Employers are able to expand upon
graduates skills and abilities through further job knowledge and training.
College graduates should come with the fundamental broad understandings that
employers can further for effectiveness. Critical thinking is an essential and
fundamental aspect of successful business management and should not be ignored
in the educational process.
The authors put a critical
thinking component within capstone courses and evaluated them with the California
Critical Thinking Skills Test (CCTST). They incorporated business case studies
that helped to enhance these skills and help students find rational
alternatives. The use of case studies is believed to further help students
solidify the material.
The researchers used sixteen-question
questionnaires to assess student’s use of critical thinking. The pedagogical
methodology of teaching critical thinking skills as a class appeared to have
high transference from college to work life. In addition, students viewed after
graduation the experience of learning about critical thinking as a positive
experience. The authors contend that such critical thinking aspects are
beneficial for the students as well as the employers.
The findings of the authors
indicated that having a course or two on critical thinking brings about
positive results in the students learning process. Even though the study
focused on separate course components it is possible to develop critical
thinking throughout the college experience in a way that is incorporate into
the majority of the course. A single course on methodology may solidify the
processes used but it is the critical thinking aspects within courses that
creates a pattern of thinking and behavior that students may rely on in their
jobs.
Anderson, P. & Reid, J. (2013).
Critical thinking in a college of business administration. Southern Business Review, 37 (3).
DeVore, N. (Ed.). (2008). Critical
thinking and better decisions. Portland, OR: Verge Consulting.
Halpern, D. (1998). Teaching
critical thinking for transfer across domains: Dispositions, skills,
structure training, and metacognitive
monitoring. American Psychologist, 53, 449-455.
Reid, J. (2009b). A quantitative
assessment of an application of Halpern's teaching for critical thinking in abusiness class. DeKalb, IL:
Proquest Publication No: 340486.
Woods-Bagot. (2012). Research
study: University graduates don't make the grade. San Francisco, CA:
Woods-Bagot.
