Critical Thinking in the Business Curriculum

By Nora M. Braun. 2004

161 citations recorded by the source corpus.

Subfields: Education, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/f2d16c922843ce714aafb05a9e9dc978e764b873

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In Management of Technology and Innovation

Citations in the corpus

Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course (2007, background): “These instructor costs are counterbalanced by the ability to directly address, enhance, and monitor critical thinking skills (Braun, 2004; Celuch & Slama, 1998; Wolcott, Baril, Cunningham, Fordham, & St. Pierre, 2002).”
The impact of academic self‐concept, expectations and the choice of learning strategy on academic achievement: the case of business students (2009, background): “…student’s level of ‘complicated understanding’ (Bartunek, Gordon, & Weathersby, 1983), i.e. connecting a critical perspective to content, requires the development of critical thinking skills (Braun, 2004), namely creative thinking, problem solving, visualization, knowing how to learn and reasoning.”
Teaching Critical Thinking and Problem Solving Skills (2008, methodology): “Braun (2004) focused on improving critical thinking methods in business education curriculum development.”
What Skills and Attributes Does an Accounting Graduate Need? Evidence from Student Perceptions and Employer Expectations (2008, unknown): “In summary, accounting educators worldwide are being urged to alter curriculum to produce accounting graduates with a broader set of skills and attributes encompassing more than purely technical accounting expertise (Braun, 2004).”
Employability skills, personal qualities, and early employment problems of entry-level auditors: Perspectives from employers, lecturers, auditors, and students (2016, background): “Universities have been urged to improve their curriculum to reduce the expectations gap in relation to employer requirements, and hence, to increase the employability of the university graduates (Albrecht & Sack, 2000; Braun, 2004; Howieson, 2003; Kavanagh & Drennan, 2008).”
The Reflective Learning Continuum: Reflecting on Reflection (2005, background): “…also suggested the importance of conditions for reflection; accordingly, items were developed to assess both the role of the fellow students (Braun 2004; Brown and Posner 2001; Dempsey, Halton, and Murphy 2001; Gray 2001; Hodgkinson and Brown 2003; Peltier, Drago, and Schibrowsky 2003) and…”