This study aims to compare the articles which are based on the role of CT in education. Critical thinking refers to the intelligently controlled process of vigorously and competently abstracting, smearing, examining, creating, and assessing information collected or generated through observation, knowledge, likeness, cognitive, and communication as a director to trust and act (Wattanatorn & Tagong, 2018). This study will compare and contrast two articles based on CT and their implication on a day to day life. The first article depicts the role of CT in the educational institutes in order to prepare the students to accomplish the predefined goals for the organization (Kane, 2017). These CT programs aid the students to think managerial decision making in order to make a relevant decision as per the situation.
This article also highlights the key challenges and the programmatic issues faced by the government during the training of the students. The major focus of this paper is to highlight the use of CT in corporate and education level. Another article depicts that it is very important for the graduates to have CT skills as most of the employers expect these skills in each graduate. Many business management programs include CT as the main learning goal for the students. However, it is very difficult for the management to access CT as a skill or the learning outcomes for the students. The author demonstrates different tools and techniques in order to measure the CT ability of the students (Smith, 2003). This study is fragmented two into parts first part is the comparison of both the articles while the other part is the reflection as a student in which all the observation and implication that have been observed from the article. Both of the articles belong through the same background that depicts the importance of critical for the students that are part of management courses.
Smith, (2003), depicts that CT is the one most imperative skill that need to be acquired by the students in order to make a successful career in the corporate world. The main aim of this article is to create awareness among the educational institutes to teach students the importance of critical thinking. CT is the higher-order thinking skill ability in an individual in order to make effective and good decisions. Researchers also approve that CT involves both the reasoning and attitudinal scopes: It is imperative for an individual to know how to think judgmentally and then take a decision on the occasion. CT originates status from being an envisioned result of instructional practices such as educational organizations expect that their graduates should acquire CT (Boa, Wattanatorn & Tagong, 2018). Moreover, if CT has not been explicitly taught then it should be encouraged by the intuitions. Tutors foster in-class deliberations and discussions in the classroom that these endorse critical thinking. They plan scholar projects and transcribe open-ended test questions with a similar determined.
This article also highlights the role of CT in management education. It is also noted that many institutions have added a particular course of CT for the students to make them capable of facing a rigor-relevance quandary. In terms of critical thinking, it is four areas need to be addressed that include inquiry, reasoning, inferential errors, and argumentation. There are areas that have been covered by the institutions for acquiring CT among the students (Nakatani & Wynekoop, 2019). In addition, this article also highlights the three approaches that aids in guiding CT to the students.
The first approach is the general approach in which CT is taught in dedicated courses which are entirely different from the teaching of the disciplinary content. Next is the infusion approach in this approach all the CT content is included in the subject and demonstrated in such a way that it answers all the questions in such a way that all the disciplinary knowledge is included in it. The last approach is the immersion approach which includes a different way of teaching. The subjects are taught in deep and provoking however the CT skills and related principles are not openly taught.
Many business management programs include CT as the main learning goal for the students. However, it is very difficult for the management to access CT as a skill or the learning outcomes for the students. This article also highlights some limitations such as the challenges faced by the tutors to teach critical skills to the students. As per them, it is very difficult to teach these things to the students (Eggers, Lovelace & Kraft, 2017). However CT sometimes lags to address another thinking task which is the challenges faced by the managers. This outline comprises of CT as well as decision-making content in a comprehensive and problem-solving–focused opinion of intelligent. This article topic was particularized in the relation of illustrative ideas, assistances, heuristics, and methods.
Bandyopadhyay & Szostek, (2019), also states that CT is one of the imperative parts of the corporate world and education institutes need to address on the priority. Due to increased competition, it is very important for the managers to select the candidates that have the ability to think critically and they made the decision based on it. The main aim of this paper is to highlight the use of CT in business education. Another article depicts that it is very important for the graduates to have CT skills as most of the employers expect these skills in each graduate. Many business management programs include CTas the main learning goal for the students. However, it is very difficult for the management to access CTas a skill or the learning outcomes for the students. The author demonstrates different tools and techniques in order to measure the CT ability of the students. The author states that the students are lagging in order to attain these skills in the education system. This is due to the lack of time on assignments and other is the group projects which lead to consuming all the time of the students (D’Alessio, Avolio, & Charles, 2019). Apart from this, when the business management programs are analyses then it is noted that most of the time of students are invested in reading and writing of the assignments. This may lead to no significant improvement in the CT skills of the students.
This article demonstrates a number of exercises that have undertaken in order to test the CT skills of the students. Seven exercises are conducted which represent different results and these results depict that the CT skills of each student differ from each other and the tutor needs to understand this (Canziani & Tullar, 2017). Therefore based on this exercise it is beneficial for the tutor to find the gaps and insufficient learning in the students related to particular topics. This paper concluded that CTskills can be assessed through multiple measures including the group exercise as well as case analysis.
After comparing both the articles it is concluded that both the articles highlight the importance of CT for the business institutes and in the corporate world. In contrast, Bandyopadhyay & Szostek (2019), present the article in the most effective way by including the results of the exercise that was conducted to access critical thinking. Due to the results, it becomes easy to evaluate the progress reports of the students after attaining the program. However, the technique used in this article is more effective and it not used by any other system. On the other side Smith, (2003), also states that CT is the most skills that need to be acquired by the students in order to make a successful career in the corporate world. This article demonstrated the three approaches but no information is provided for the evaluation of the results after incorporating the approaches. This article also addresses four concepts of CT that includes inquiry, reasoning, inferential errors, and argumentation. There are areas that have been covered by the institutions for acquiring CT among the students. Both of the articles belong through the same background that depicts the importance of critical for the students that are part of management courses.
After referring this article I can now understand the importance of CT in the corporate world(Desai, Berger & Higgs, 2016). It is not easy to attain critically thinking skills easily but just reading or mugging up the notes. It is a skill which is learned by continuous evaluation and understanding of theories and their implication in the real world. As a student, it is very difficult for me to just focus on developing critical thinking skills. There are other important things which play an important role in the course. Lots of assignments, reading, writing, projects consume more time and it becomes difficult for the students to just focus on developing CT skills. Various changes need to be done by the institutes in order to manage the time for a particular activity. According to me, Bandyopadhyay & Szostek, (2019), present the article in the most effective way by including the results of the exercise that was conducted to access critical thinking. In this article, seven exercises are mentioned which help the students to evaluate the CT skill of themselves. This test helps students to check their CT skills and focus on the gaps that need more improvisation and changes. As a student, these skills help me to think better and have strong control thinking the ideas beyond the expectation. It also enhances the communication level of a student and which is considered as an effective part of the business. This skill is considered as the most valuable skill as it not only aids students to solve the problems related to the assignments but also to face the challenges in real life.
According to me, there are various benefits of CT as it is important in the new knowledge economy. This new economy increases the demand for intelligent skills, and the aptitude to evaluate information and assimilate varied foundations of information in resolving problems. Effective CT endorses such kinds of thinking skills which is very imperative in the fast-changing world. CT originates status from being an envisioned result of instructional practices such as educational organizations expect that their graduates should acquire critical thinking. Moreover, if CT has not been explicitly taught then it should be encouraged by the intuitions (Kane, 2017).This also improves the presentation and language skills which acquired the different position in the workplace. Apart from this, the most important thing is that CT promotes creativity and innovation.
Creativity and innovation are the pillars of the corporate world and the success of the firms are withstands on this. So it is very important for the students to acquire high CT skills. There are various exams which are conducted based on this ability. Various universities and even organizations conduct exams that include that include CT test. It is very important for the students to have such kind of skills in order to pass these exams and build a bright full career (Norris, 2018). Several types of research were conducted to demonstrate the impact of CT on the decision making process of an individual. It is noted that CT highly impacts the decision making process of an individual. In the corporate world, all things are based on the decision taken by an individual in the most difficult time. Quick and the most effective decision are made by having CT abilities. This helps an individual to take appropriate decisions in the most difficult time. In the corporate world small mistake lead to big losses so it is very important to have CT skills in an individual.
Bandyopadhyay, S. and Szostek, J. (2019) ‘Thinking critically about critical thinking: Assessing CTof business students using multiple measures’, Journal of Education for Business, 94(4), pp.259-270
Boa, E. A., Wattanatorn, A., &Tagong, K. (2018). The development and validation of the Blended Socratic Method of Teaching (BSMT): An instructional model to enhance the critical thinking skills of undergraduate business students. Kasetsart Journal of Social Sciences, 39(1), 81-89.
Canziani, B., &Tullar, W. L. (2017).Developing critical thinking through student consulting projects. Journal of Education for Business, 92(6), 271-279.
D’Alessio, F. A., Avolio, B. E., & Charles, V. (2019).Studying the impact of critical thinking on the academic performance of executive MBA students. Thinking Skills and Creativity, 31, 275-283.
Desai, M. S., Berger, B. D., & Higgs, R. (2016). Critical thinking skills for business school graduates as demanded by employers: a strategic perspective and recommendations. Academy of Educational Leadership Journal, 20(1), 10-31.
Eggers, F., Lovelace, K. J., & Kraft, F. (2017).Fostering creativity through critical thinking: The case of business start‐up simulations. Creativity and Innovation Management, 26(3), 266-276.
Kane, S. (2017). The Minute Business Challenge: Connecting Undergraduates and the Community Through Critical Thinking. Purdue Journal of Service-Learning and International Engagement, 4(1), 3.
Nakatani, K., &Wynekoop, J. (2019). AN EXPLORATORY STUDY OF EFFICACY OF COMMON BUSINESS CRITICAL THINKING COURSE: DO CIS MAJORS PERFORM BETTER THAN OTHER BUSINESS MAJORS?. Issues in Information Systems, 20(2).
Norris, S. E. (2018). The Development of the Entrepreneurial Mindset, Critical Thinking Skills, and Critical Reflective Practices Through Experiential Learning Activities in Graduate Business School. In Critical Theory and Transformative Learning (pp. 148-169). IGI Global.
Smith, G. F. (2003). Beyond critical thinking and decision making: Teaching business students how to think. Journal of Management Education, 27, 24–51. DOI:10.1177/1052562902239247
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