Embedding a 'Critical Thinking' Process Throughout the Learning and Teaching of Organisation Theory

In order to effectively develop a curriculum that meets the needs of the marketplace including both industry and students, the use of core competencies deemed critical for success is now common. Many businesses have developed core competencies believed essential for success. Tertiary institutions have developed their own core competencies or graduate capabilities. Yet, while there is much literature outlining the need for the integration of critical thinking in graduate courses, few actually achieve any recognisable or quantifiable improvement in student learning in this area (Solon 2003, 26; Lauer 2005, 34) due to the barriers of implementation. Despite the difficulties in developing ‘critical thinking’ there are a number of frameworks and methods for teaching critical thinking (Bloom, 1964; Facione, 2006). Solon (2003) and Reggiero (1988) believe that it is important how critical thinking is taught. The most effective approach recommended involves the use of a combination of theory, argument, and the analysis of cases, small group work, discussion and weekly assignments to create a “real world” context.\ud This project addressed a skills gap by embedding a process of critical thinking, within an organisational theory unit. As well as enhancing the quality of the learning environment through the development of a workbook with weekly assignments the project incorporated a scholarly approach to embedding critical thinking into the teaching practice. Strengthening the real world emphasis in this unit through case studies and case analysis over the last year had met with considerable success. Adding to this practice by including the methodology of critical thinking into the unit and advancing the practice further by developing a process for supporting students to gain identified skills in critical thinking through a tutorial based workbook has brought significant results. Greater valuation of the student experience in theory and better marks are just two outcomes