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Critical thinking for business

Critical thinking for business

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Presentation of Orla Feeney for EDEN's NAP webinar series on 'Critical thinking in education' - 2 December 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/critical-thinking-in-education/

Presentation of Orla Feeney for EDEN's NAP webinar series on 'Critical thinking in education' - 2 December 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/critical-thinking-in-education/

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Critical thinking for business

  1. 1. Critical thinking for business
  2. 2. OUTLINE • Who we deliver it to, objective of the module • How it was developed • Content, learning outcomes and assessment • Feedback • Online environment
  3. 3. WHO TAKES ‘CRITICAL THINKING FOR BUSINESS’? All first year undergraduate students in the business school 6 programs Approx 650 students
  4. 4. OBJECTIVE ……DEVELOP THEIR CRITICAL THINKING SKILLS!
  5. 5. WHO IS STANISLAV PETROV ?
  6. 6. How was the module developed? This Photo by Unknown Author is licensed under CC BY
  7. 7. CURRICULUM REVIEW PROJECT • One of the key goals of the business school is to produce graduates who can make business decisions in an evidence based manner… • Cross functional team • Charged with evidence based management principals into our undergraduate degree programs
  8. 8. The first step in this was to develop their critical thinking skills This aligns with a clear call from the marketplace and the national skills strategy for enhanced critical thinking skills…
  9. 9. • World Economic Forum…. • 350 executives across 9 industries in 15 of the world’s biggest economies • …top 10 skills needed to thrive in the 4th industrial revolution
  10. 10. COLLABORATIVE & CROSS FUNCTIONAL APPROACH Broad cross functional team involved in the initial development Dreamt big……. Reworked and reconfigured in light of teaching resource, timetable, program structures…… Maintained that cross functional approach… Teaching team – 2 accountants, an economist, an organisational psychologist and the business librarian
  11. 11. CRITICAL THINKING AS A STUDENT
  12. 12. CRITICAL THINKING AS A STUDENT Finding out where the best evidence lies for the subject you are discussing
  13. 13. CRITICAL THINKING AS A STUDENT Evaluating the strength of evidence to support different arguments Finding out where the best evidence lies for the subject you are discussing
  14. 14. CRITICAL THINKING AS A STUDENT Coming to a conclusion about where the available evidence appears to lead Evaluating the strength of evidence to support different arguments Finding out where the best evidence lies for the subject you are discussing
  15. 15. CRITICAL THINKING AS A STUDENT Coming to a conclusion about where the available evidence appears to lead Guiding your audience through the evidence, leading them toward your conclusion Evaluating the strength of evidence to support different arguments Finding out where the best evidence lies for the subject you are discussing
  16. 16. CRITICAL THINKING AS A STUDENT Coming to a conclusion about where the available evidence appears to lead Guiding your audience through the evidence, leading them toward your conclusion Selecting the best examples Evaluating the strength of evidence to support different arguments Finding out where the best evidence lies for the subject you are discussing
  17. 17. CRITICAL THINKING AS A STUDENT Coming to a conclusion about where the available evidence appears to lead Guiding your audience through the evidence, leading them toward your conclusion Providing evidence to illustrate your argument Selecting the best examples Evaluating the strength of evidence to support different arguments Finding out where the best evidence lies for the subject you are discussing
  18. 18. WE HAD TO REMEMBER….. THEY ARE FIRST YEARS
  19. 19. LEARNING OUTCOMES FOR CRITICAL THINKING FOR BUSINESS • LO1: Conduct reliable and effective library research, with a particular emphasis on electronic information sources, as well as use appropriate citing and referencing techniques. • LO2: Access and evaluate a wide range of information sources which can be used to inform the decision-making process. • LO3: Explore issues and make decisions using well researched facts, rules, concepts and ideas
  20. 20. LEARNING OUTCOMES FOR CRITICAL THINKING FOR BUSINESS • LO4: Understand and recognise bias in a decision-making or problem-solving scenario and develop skills to counteract its negative impact. • LO5: Think critically and logically when forming opinions and judgments • LO6: Combine insights from a broad range of disciplines and understand the importance of the weight of evidence in a decision-making situation.
  21. 21. How does them module work?
  22. 22. • Sometimes the students are in a large plenary session like this one • Disseminate content, explain concepts • This year we delivered these sessions in live zoom sessions with approx. 200 students per session. • TA supported Q&A • Supplemented with some asynchronous content so they weren’t overloaded with live content, wanted the live sesisons to be fun!
  23. 23. • Sometimes the students are in a smaller workshop • Smaller groups helped to foster greater engagement and create norms of academic citizenship • This year we delivered 12-14 zoom workshops and split them into 2 breakout rooms…25 students per room
  24. 24. • The module is based entirely on continuous assessment • This CA often happens in class and is spread throughout the year
  25. 25. 5 COMPONENTS OVER TWO SEMESTERS….
  26. 26. 5 COMPONENTS OVER TWO SEMESTERS…. Critical Information Selection
  27. 27. 5 COMPONENTS OVER TWO SEMESTERS…. Critical Information Selection Identifying Bias
  28. 28. 5 COMPONENTS OVER TWO SEMESTERS…. Critical Information Selection Identifying Bias Evaluating Evidence & Academic Reading
  29. 29. 5 COMPONENTS OVER TWO SEMESTERS…. Critical Information Selection Identifying Bias Evaluating Evidence & Academic Reading Thinking Critically about Measurement
  30. 30. 5 COMPONENTS OVER TWO SEMESTERS…. Critical Information Selection Identifying Bias Evaluating Evidence & Academic Reading Thinking Critically about Measurement Critical Reflection & Argument and Critical Writing Semester 2 Semester 2 Semester 1 Semester 1 Semester 1
  31. 31. LOOP •Key tool in this module •Utilised during lectures •Communication •Assignment submission
  32. 32. FEEDBACK • The critical thinking module pushes us to evaluate information presented to us. I found the information and skills I learnt in this module I can use and improve on moving forward. I liked that we were taught life skills that I can use in the future (BS1 student) • I don't think I could have made the leap to third level without learning how to critically evaluate information (EBT1 student). • It broadened my horizons to make me think differently - Showed me how to identify bias through a number of different means - Has helped me with writing in college as you have to be able to think on a higher level for yourself (INTB1 student). • I enjoyed the way there was different lecturers teaching different aspects of the module and how every couple of weeks we were focusing on something different (INTB1 student). • I feel the module has really helped us get our bearings in terms of adjusting our approach to academic work, it helped us make the switch from the Leaving Cert mindset to a more third-level approach. This helped not only for assignments relevant to this module but also every other module this year (AF1 student).
  33. 33. FEEDBACK – IMPROVEMENTS NEEDED • I would like more real life examples of where critical thinking is used (AF1 student) • I would like to work more on applying critical thinking skills in business (MINT1 student) • More real life examples please (BS1 student)
  34. 34. Questions?

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