Integrating Knowledge and Developing Critical Thinking in a Capstone International Business Course: A Never-Ending Work in Progress

Autor/in	Nehrt, Chadwick C.
Titel	Integrating Knowledge and Developing Critical Thinking in a Capstone International Business Course: A Never-Ending Work in Progress
Quelle	In: Journal of Teaching in International Business, 29 (2018) 4, S.289-332 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nehrt, Chadwick C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2018.1557094
Schlagwörter	Critical Thinking; Skill Development; International Trade; Business Administration Education; College Students; Problem Based Learning; Problem Solving; Student Centered Learning; Business Schools; Student Educational Objectives; Prior Learning; Writing Skills; Course Evaluation; Student Evaluation; Outcomes of Education + Suchen Sie Ihr Suchwort? Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Trade; International relations; Handel; Internationale Beziehungen; Collegestudent; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Vorkenntnisse; Writing skill; Schreibfertigkeit; Schulnote; Studentische Bewertung; Lernleistung; Schulerfolg
Abstract	More and more is heard from scholars, accrediting institutions, and the business world about the importance of developing critical thinking and written communication skills in college graduates. This is perhaps especially true, in a business school, for international business graduates who lack a traditional functional major. Often, the development of these skills is thought best accomplished through courses that integrate knowledge, take a problem-based approach, and include a signature work for each student. In this article, we discuss one institution's international business capstone course, illustrating how it adheres to these ideals. From the standpoint of informal assessment, we discuss how student results from the course are used to tweak feeder courses to the capstone. We also discuss the more formal assessment of the course learning objectives, which we are just beginning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01