The research process is complex, involving many conceptually
different steps that require a variety of skills. For instance,
early on in the research process the task of identifying and
articulating a suitable research problem often involves, amongst
other skills, a high level of creativity and critical thinking,
whereas later on in the process, application of a suitable research
method would require deep knowledge of the state of art in that
methodology. As the techniques used by researchers to iterate
between current discipline theory, subject knowledge and research
methodology gets increasingly specialized, it is also becoming more
opaque to people outside the research community. Management students
with little or no exposure to research find this puzzling because
they are being encouraged to do something creative and original, and
at the same time they are expected to build on existing knowledge
using a set of conventions associated with the chosen methodology.
Business students in their 1st year face many new situations. Most
of them have little experience of what research is about or the
various elements that are necessary for a successful project. The
teaching at school level mostly focuses on imparting subject
knowledge and instilling basic numeracy and literary skills. It does
not prepare them so well for setting their own goals and working
independently ‑ the core of research. Traditional teaching methods
can help them acquire the relevant subject knowledge and basic
research methods. But putting these together in a piece of practical
research requires in depth understanding and creative thinking.
Problem‑based learning (PBL) is a way to help UG students at the
beginning of their research attempts to develop the mindset and
skills needed. This paper makes the case for introducing Critical
Thinking skills to Business Management students in their 1st year,
using a problem‑based Learning (PBL) approach. It assesses what was
involved in developing and delivering such a course. Both staff and
students found the experience challenging, but the overall response
was positive establishing that the approach taken was fundamentally
effective.
Effects of the Application of WebQuest to Technology Education on Business Management Students’ Critical Thinking Psychology and Operation Capability
