Bell, R and Loon, M (2015) 'The impact of critical thinking disposition on learning using business simulations.' The International Journal of Management Education, 13 (2). pp. 119-127. ISSN 1472-8117
Abstract
This research seeks to determine the relationship between students' critical thinking disposition and their learning while engaging in a business simulation at a UK higher education institution (HEI). The research informs educators making decisions about the use of simulations as to the value of considering critical thinking dispositions. Previous research has found that simulations are an effective way for students to engage actively in learning, bridging the gap between theory and practice. It has also been found that such simulations can develop students? critical thinking skills. However, hitherto no research has been undertaken into the role that existing critical thinking disposition has on the learning of students, as measured by the degree to which students perceived that they met the module's intended learning outcomes. This research offers insights into the role and importance of critical thinking disposition and its component dimensions and how this impacts student learning. The results indicate that the level of critical thinking disposition is positively related to the students' learning. The implications of the research suggest educators should target business simulations at specific cohorts of students. The relative importance of the critical thinking disposition constructs and the practical educational implications of these findings are discussed.
| Item Type: | Article |
|---|---|
| Keywords: | business simulation, critical thinking, critical thinking dispositions |
| Divisions: | Bath Business School Chancelry and Research Management |
| Identification Number: | https://doi.org/10.1016/j.ijme.2015.01.002 |
| Date Deposited: | 16 Jun 2017 15:38 |
| Last Modified: | 15 Aug 2021 09:46 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/9645 |
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