Oil and Water: Can Integrating Humanities and Management In The Business Classroom Improve Critical Thinking Skills?

Authors

Lisa C. Lindley, University of North Carolina - Chapel Hill

Abstract

Developing critical thinkers is an objective of businesses, higher education, and accrediting institutions. Business educators are challenged with how to teach critical thinking skills and how to evaluate the effectiveness of these methods. This quasi-experimental study used a pretest-posttest design with a control group to assess critical thinking skills in undergraduate business students enrolled in Organizational Behavior classes. The hypothesis was that using the humanities to teach business concepts would improve student critical thinking as assessed by the California Critical Thinking Skills Tests (CCTST). The literature revealed many case studies and how-to articles; however, there was a gap in quantitative analysis. The results of an ANOVA analysis showed a significant effect of teaching method on CCTST scores. This study represented an initial quantitative investigation of a pedagogical intervention aimed at impacting critical thinking in business students.

Volume

4

Issue

1

First Page

33

Last Page

39

DOI

10.58809/YCWZ1089

Comments

For questions contact ScholarsRepository@fhsu.edu

Rights

© Fort Hays State University

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Recommended Citation

Lindley, Lisa C. (2008) "Oil and Water: Can Integrating Humanities and Management In The Business Classroom Improve Critical Thinking Skills?," Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012): Vol. 4: No. 1, Article 5.
DOI: 10.58809/YCWZ1089
Available at: https://scholars.fhsu.edu/jbl/vol4/iss1/5