scholarly journals Reflexivity as a Vital Skill for Future Researchers and Professionals

2021 ◽  
Vol 19 (1) ◽  
pp. 14-26
Author(s):  
Anna Kimberley
Keyword(s):  
Critical Thinking ◽  
Cultural Identity ◽  
International Business ◽  
Narrative Analysis ◽  
Business Students ◽  
Methodological Approach ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Business Professionals ◽  
Story Writing

The emergence of a reflective paradigm in higher education in the last two decades, has been emphasised as a necessary skill both for future business professionals and researchers. The development of these skills should therefore be included in business school curricula. The ability to critically reflect has been identified as a crucial part of employability. This calls for developing pedagogical approaches that will stimulate students’ critical thinking skills, encourage self-review as well as convey practice realities. This paper presents an application of such pedagogical methods applied in a set of course activities aimed specifically at developing reflexivity and self-efficacy of undergraduate business students, within the context of a university of applied sciences. It also demonstrates that the pedagogical solutions applied not only resulted in the desired learning outcomes, but also produced additional benefits to the students. A pedagogical approach was created and incorporated into one semester International Business Communication course taught to undergraduate international business students. It aimed at developing critical thinking skills, and reflexivity. It was incorporated in three activities: (1) introducing the students to the concept of reflexivity (reflecting on reflection), (2) writing reflectively about own cultural identity (reflection in action), (3) story writing and storytelling (reflecting on action). The methodological approach used was qualitative interpretation, and the method applied was narrative analysis of the data generated by reflective narratives created by the students. The findings showed that reflexivity was identified as a new concept, both necessary and helpful in self-development. Reflecting on one’s own cultural identity created different types of awareness, which contributed to developing deeper knowledge about one’s own cultural identity. Reflecting on story writing and storytelling showed the following learning benefits: discovering creative potential, as well as developing confidence in dealing with new, unexpected, and challenging situations. Moreover, the following additional learning benefits were identified: enhanced openness towards the immediate environment, improved understanding of otherness, and the applicability of the above skills for business professionals and researchers.

Teaching international business development using current business metrics

2020 ◽  
Vol 13 (2) ◽  
pp. 263-274
Author(s):  
Leonard L. Lundstrum
Keyword(s):  
Critical Thinking ◽  
International Business ◽  
Private Investment ◽  
Thinking Skills ◽  
Development Project ◽  
Business Development ◽  
Critical Thinking Skills ◽  
Business Professionals ◽  
Content Type ◽  
Business Metrics

Purpose The purpose of this paper is to set forth a less-costly, more flexible approach to teaching the analysis of international business development opportunities. Design/methodology/approach The approach capitalizes upon the high-quality business condition metrics, which are necessary to inform the development decision, that have recently become freely-available through a set of institutions that gather and distribute these metrics. Findings Critical thinking skills in this area are developed here not just by understanding the tools of analysis but also by having participated in a series of active classroom activities focused upon private investment decisions in a set of disparate countries. Practical implications This approach develops rising business professionals with refined critical thinking skills who will be able to immediately contribute to international business development decision-making. Social implications Opportunities for students to learn these critical thinking skills can be far more available because the traditional method by which these skills have been taught has been by finding a partner business with the resources to pay for such data. In exchange for allowing students to use the data experientially the partner firm benefits from the work product of the students who study the international business development project at the firm’s offices. Originality/value The approach set forth provides an accessible alternate for those on-campus students and distance-learning students who do not need to have the flexibility to travel to the site of a business partner – where most of this learning has heretofore been arranged.

The Development of the Entrepreneurial Mindset, Critical Thinking Skills, and Critical Reflective Practices Through Experiential Learning Activities in Graduate Business School

2021 ◽  
pp. 210-231
Author(s):  
Sharon E. Norris
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Entrepreneurial Orientation ◽  
Business Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Global Marketplace ◽  
Effective Performance ◽  
Reflective Skills

The value and relevance of graduate business education is enhanced when students are prepared for ongoing changes in the competitive global marketplace. Some of the most sought-after characteristics among business professionals include the entrepreneurial mindset and entrepreneurial orientation in addition to critical thinking and reflective skills. Individuals with an entrepreneurial mindset use self-leadership strategies. They are creative and possess improvisational abilities. People with an entrepreneurial orientation are innovative and proactive, and they are not risk-averse. Critical thinking skills along with the capacity for critical reflection allows individuals to make effective decisions, consider the consequences of their attitudes and actions, as well as make changes to reset trajectories of effective performance. Experiential learning activities embedded throughout the business curriculum will afford graduate business students the opportunity to develop these skills and competencies and thus equip them for service in organizations in the future.

scholarly journals Thinking Critically About Business Ethics

2004 ◽  
Vol 1 (4) ◽  
Author(s):  
F. Peter Dean ◽  
Mary Ann Boose
Keyword(s):  
Critical Thinking ◽  
Business Ethics ◽  
News Media ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Business Professionals ◽  
The Public ◽  
Ethical Decisions ◽  
Current State ◽  
State Of Affairs

In this study, we teach students and business professionals to apply a formal process of critical thinking to the issues of business ethics.  Every new scandal generates a renewed interest in busin-ess ethics, leading the news media and the public to lament the current state of affairs, sometimes asking why colleges and schools of business don’t do a better job of teaching ethics. Many suggest that business owners and managers do not act as ethically as in the past.  Some say that they can-not act ethically.  The critical thinking skills and examples included in this study can serve to help students of business and professionals in business as they approach difficult ethical decisions.

scholarly journals Critical Thinking Competence and its Impact on Acquisition of Basic Principles of Enterpreneurship Among Business Students in Latvia

2021 ◽  
Vol 1 (15) ◽  
pp. 47-55
Author(s):  
Iveta Linina ◽  
Velga Vevere
Keyword(s):  
Critical Thinking ◽  
Information Processing ◽  
Business Education ◽  
Business Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Self Assessment ◽  
Self Evaluation ◽  
Study Process

Critical thinking is mental process of analysis and evaluation of information. The source of information can be experience, reflection, observation, communication, etc., as well as study process. Business education is based on the ability to navigate the market situation and make informed decisions. The aim of the research is to determine correlation between business students information processing skills according to certain criteria and students’ self-evaluation of their information processing skills. Based on this, the authors of the investigation study the theoretical basis of critical thinking with the monographic or descriptive method, with the help of a questionnaire assess students' ability to critically evaluate the situation and make decisions based on it. This study will provide an understanding the need for critical thinking and its development in the process of business education. Two research questions are put forward: (1) What is the self-assessment of critical thinking skills by the business students? (2) What are the differences between the self-assessment and the assessment according to the proposed criteria? In the result, the authors conclude that by studying the importance of critical thinking in educating business students, it is possible to increase market understanding and decision-making competence for students. Critical thinking is the skills of business students to start a successful business.

The Development of the Entrepreneurial Mindset, Critical Thinking Skills, and Critical Reflective Practices Through Experiential Learning Activities in Graduate Business School

2018 ◽  
pp. 148-169
Author(s):  
Sharon E. Norris
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Entrepreneurial Orientation ◽  
Business Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Global Marketplace ◽  
Effective Performance ◽  
Reflective Skills

The value and relevance of graduate business education is enhanced when students are prepared for ongoing changes in the competitive global marketplace. Some of the most sought-after characteristics among business professionals include the entrepreneurial mindset and entrepreneurial orientation in addition to critical thinking and reflective skills. Individuals with an entrepreneurial mindset use self-leadership strategies. They are creative and possess improvisational abilities. People with an entrepreneurial orientation are innovative and proactive, and they are not risk-averse. Critical thinking skills along with the capacity for critical reflection allows individuals to make effective decisions, consider the consequences of their attitudes and actions, as well as make changes to reset trajectories of effective performance. Experiential learning activities embedded throughout the business curriculum will afford graduate business students the opportunity to develop these skills and competencies and thus equip them for service in organizations in the future.

scholarly journals DEVELOPMENT OF CRITICAL THINKING AND FOREIGN LANGUAGE COMPETENCY IN THE TRAINING OF EXPERTS FOR THE HOSPITALITY INDUSTRY, TOURISM AND INTERNATIONAL BUSINESS

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Svitlana I. Medynska ◽  
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
International Business ◽  
Teaching Methods ◽  
Hospitality Industry ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Professional Activities ◽  
Methods And Techniques ◽  
Language Competency

The article covers the issues related to the implementation of the competency approach in the training of future professionals in the hospitality industry, tourism and international business to make them fully equipped for professional activities by developing their critical thinking skills while forming the foreign language competency. Findings of the domestic and foreign research on the definition of critical thinking, determination of its role in professional activities, characteristics and main components show that it plays a crucial role in a wide range of domains, hence, has to be properly developed to enhance competitiveness of the graduates on the local and international labour markets. The role of a foreign language as a stimulating factor for the development of critical thinking skills is significant, and it is possible to make a conclusion that studying a foreign language is more beneficial in comparison with the mother tongue in these terms. Therefore, the goals of the curriculum should not be limited to but go beyond the linguistic factors for the development of critical thinking skills by analyzing reliable foreign sources of information and applying relevant teaching methods and techniques. There is a perfect match between particular critical thinking skills, teaching methods and techniques used in the foreign language classes and intended learning outcomes, which can be justified by the given examples of application of the specific critical thinking skills in educational and professional activities. These teaching methods and techniques include a wide range of activities, e. g. case studies, brainstorming sessions, discussion and debate, making individual and group presentations and projects, writing different types of essay and business correspondence, etc, which help not only develop students’ foreign language competency but improve their global skills like collaboration, creativity and critical thinking. All these activities, if managed properly and followed up by the appropriate feedback, can make a great contribution to enhancing internal drives of the students in regard to their self-actualization, which is crucial for development of critical thinking. Finally, a number of recommendations for the development of critical thinking skills while forming the foreign language competence for the effective training of experts in the hospitality industry, tourism and international business have been outlined. The main recommendations include active use of openended questions and limitation of the closed ones; regular brainstorming sessions; allocation of the sufficient amount of time for the activities involving critical thinking; motivating students to disagree, find counterarguments, reach a compromise and take unbiased decisions; and making critical thinking a part of the learning environment, not just an activity. Such an analysis of critical thinking and the peculiarities of its development might contribute to the more effective application of the teaching methods and techniques in the foreign language classes and boost both critical thinking skills and development of the foreign language competency.

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