Abstract
Critical thinking is one of the learning goals noted in the accreditation standards of the Association to Advance Collegiate Schools of Business International (AACSBI). As a learning goal, critical thinking is measured to demonstrate that program outcomes are meeting expectations established by the institution using a systematic process. The assessment or assurance of learning process affords a business school the opportunity to gather data in a standardized format, which is used to assess program outcomes. This paper examines the data recently collected in Strategic Management, a capstone course for MBA students used to assess student critical thinking and the role of case methodology in the demonstration of student learning and accomplishment of learning outcomes.
Recommended Citation
Collins, Jennifer; Lewis, Angela Tidwell; and Friday-Stroud, Shawnta
(2011)
"Assessing Student Critical Thinking Using Structured vs. Unstructured Case Analysis,"
Journal of Business, Industry, and Economics: Vol. 16, Article 7.
Available at:
https://roar.una.edu/jobie/vol16/iss1/7