Overview
This unit is designed to introduce the importance of critical thinking and the benefits of using decision-making processes to assess and solve business, managerial and organisational problems. The key aspects of critical thinking and reasoning, including knowledge, comprehension, analysis, self-reflection and application are considered. You will learn how to critically analyse data and information related to typical business decisions. You will develop significant skills in building effective arguments by constructing, analysing, and critically evaluating the views and position adopted by stakeholders in the process of effective decision-making. The aim is to develop your ability to make effective and timely decisions, to communicate complex concepts and ideas, to influence and persuade others to adopt new strategies when required, and to constructively collaborate with others in order to generate solutions to multi-faceted business problems. You will also be introduced to the decision-making techniques leaders and groups use to solve problems in real-life business situations.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE student comments.
Real-world examples and interactive classes are highly appreciated.
Retain the approach of providing extensive and contemporary case studies and examples, as well as the interactive learning experience.
- Evaluate and reflect on the importance of critical thinking and the benefits of using decision-making processes to assess and solve business, managerial and organisational problems
- Develop a body of knowledge of research principles and methods applicable to key aspects of critical thinking and reasoning
- Critically analyse and synthesise complex information, problems, concepts and theories and to apply creative decision-making approaches to address business issues and problems
- Develop the capability to make effective and timely decision
- Communicate complex concepts, ideas and solutions to specialist and non-specialist audiences with the aim to influence and persuade others to adopt new positions.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Practical and Written Assessment - 30% | |||||
2 - Presentation and Written Assessment - 30% | |||||
3 - Written Assessment - 40% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Knowledge | |||||
2 - Communication | |||||
3 - Cognitive, technical and creative skills | |||||
4 - Research | |||||
5 - Self-management | |||||
6 - Ethical and Professional Responsibility | |||||
7 - Leadership | |||||
8 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||
---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
1 - Practical and Written Assessment - 30% | ||||||||
2 - Presentation and Written Assessment - 30% | ||||||||
3 - Written Assessment - 40% |
Textbooks
Think Smarter: Critical Thinking to Improve Problem-Solving and Decision-Making Skills.
Edition: First (2014)
Authors: Michael Kallet.
John Wiley & Sons, Inc. New York. New York. , CA , USA
New York. New York. , CA , USA New York. New York. , CA , USA , CA , USA
ISBN: 978-1-118-72983-0 /9781118871256
The student can also use a supplementary text.
Models for Critical Thinking A Fundamental Guide to Effective Decision-Making
Edition: First (2018)
Authors: Albert Rutherford
Independently Published
USA
ISBN: 9781728892245, 1728892244
Additional Textbook Information
Booktopia
Buy the eBook Think Smarter, Critical Thinking to Improve Problem-Solving and Decision-Making Skills by Michael Kallet online from Australia's leading ...
$39.25.The student can also use a supplementary text.
Models for Critical Thinking A Fundamental Guide to Effective Decision-Making
Edition: First (2018)
Authors: Albert Rutherford
Independently Published
USA
ISBN: 9781728892245, 1728892244
Additional Textbook Information
Booktopia
Buy the eBook Think Smarter, Critical Thinking to Improve Problem-Solving and Decision-Making Skills by Michael Kallet online from Australia's leading ...
$39.25.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Students must have access to a digital device with audio-visual capabilities to participate in online classes and seminars
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
q.alam@cqu.edu.au
m.isa@cqu.edu.au
Module/Topic
Introduction to critical thinking, creativity, and problem-solving.
What is critical thinking and what is it not?
The importance of critical thinking as a way of enhancing decision-making.
Characteristics of managers who are critical thinkers.
Chapter
Essential Readings:
Kallet, M. (2014). Think Smarter, Chapters 1 & 2.
Rutherford, A. (2018), Models for Critical Thinking, Chapters 1 & 2.
Supplementary Readings:
Moore and Parker (2017), Critical Thinking 12th Ed., Chapter 1.
Paul & Elder (2014), Critical thinking: Intellectual standards essential to reasoning well within every domain of human thought, Part 4, Journal of Developmental Education, Vol. 37(3), p.34.
Loes & Pascarella (2017). Collaborative Learning and Critical Thinking: Testing the Link, The Journal of Higher Education, VOL. 88, NO. 5, 726–753 http://dx.doi.org/10.1080/00221546.2017.1291257
Events and Submissions/Topic
+Introduce the unit and its relevance to students and business today, plus details on all weekly workshops.
Overview discussion on each of the three assessments, in particular the formation of groups for Assessment 2.
Engage students in discussions where they may have used critical thinking in making a decision and the results.
Module/Topic
Understanding Argumentation and Reasoning.
Chapter
Essential Readings:
Kallet, (M. 2014), Think Smarter, Chapters 16 & 17.
Thinknetic (2021), Critical Thinking and Logic Mastery, Chapter 2 (Critical Thinking Frameworks: Understanding the Elements and Steps Needed for Critical Thinking), pp 25-50).
Supplementary Readings:
Moore and Parker (2017), Critical Thinking, Chapters 9-11.
Paul & Elder (2014) Chapter 6
Events and Submissions/Topic
Briefing of Assessment 1.
Formation of groups for Assessment 2.
Discussion on the article: 'How Apple Is Organized for Innovation' - experts leading experts (posted on the Moodle site).
The Paul-Elder Framework.
Module/Topic
Understanding the self and the importance of decision-making.
Understanding the importance of self-reflection in critical thinking and decision-making.
Reflection and its importance in decision making.
Chapter
Essential Readings:
Rutherford, A. (2014), Models for Critical Thinking, Chapter 4.
Paul & Elder (2014), Critical Thinking, Tools for Taking Charge of Your Professional and Personal Life, Chapter 4.
Supplementary Readings:
Kallet, M. (2014). Think Smarter, Chapters 19 & 20.
Byrnes, J. & Dunbar, N. K (2014), The Nature and Development of Critical-Analytic Thinking, Education Psychology Review, Vol 26:477-493.
Additional Readings:
Gosling & Mintzberg (2003), The five minds of a manager, Harvard Business Review., Nov, Vol 8111):54-63.
Mintzberg (1990), The Design School: Reconsidering the Basic Premises of Strategic Management, Management Journal, Vol. 11, 171-1 95 (1990).
Kolb and Kolb ( 2013), The Kolb Learning Style Inventory 4.0: Guide to Theory, Psychometrics, Research & Applications.
Events and Submissions/Topic
Discussion on:
Blooms Taxonomy
The SOLO Taxonomy
Case study for discussion at the workshop.
Module/Topic
Understanding sense-making in a business real-world context.
Changes in the business context as it relates to the global, economic and social environment.
Chapter
Essential Readings:
Moore and Parker (2017), Critical Thinking, Chapter 3
Brown, A.D, Colville, I., and Pye, A. (2014), Making Sense of Sensemaking, Organisational Studies. https://doi.org/10.1177/017084061455925
Events and Submissions/Topic
Good writing practices.
Writing in a diverse society.
Discussion on the positive and negative factors of using AI in today's business environment.
Module/Topic
Understanding the causes of problems.
Importance of complexity and problem-solving techniques.
Importance of argument and reasoning in decision making.
Chapter
Essential Reading:
Forman, J. (2020), Critical Thinking, Chapter 8, Steps to Solving Any Problem, and Chapter 9, Problem Solving Hacks to Learn.
Kallet, M. (2014), Thinking Smart, Chapter 6.
Supplementary Readings:
Paul & Elder (2014), Critical Thinking, Tools for Taking Charge of Your Professional and Personal Life, Chapter 9.
Okrglicka (2014), Improving Decision Making in Complexity Environment, 21st International Economic Conference 2014, IECS 2014, 16-17 May 2014, Sibiu, Romania.
Events and Submissions/Topic
Case studies for the workshop:
Tough Decisions at Rockwell International (Posted on Moodle site).
Bharti-Walmart Break Up: Co-evolution is not easy, as Indian and American companies discover (Posted on Moodle site).
Assessment 1 is due in Week 5..
Module/Topic
No classes in MGMT20135 this week.
Chapter
Events and Submissions/Topic
Module/Topic
Understanding the differences between subjective and objective perspectives in decision-making.
Models of decision making:
- Rational model
- Satisfying model
Chapter
Essential Readings:
Kallet, M. (2014), Think Smarter, Section V: Decisions.
Paul & Elder (2014), Chapter 10.
Supplementary Readings:
Burns and Roszkowska (2016), Rational Choice Theory: Toward a Psychological, Social, and Material Contextualization of Human Choice Behavior, Theoretical Economics Letters (2016), Vol. 6, 195-207.
Events and Submissions/Topic
Case study for the Workshop:
Harvey Norman: a competitive business model. (posted on Moodle site)
What are the features of Harvey Norman's business decision?
Will this model ensure its sustainability?
Briefing of Assessment 2
Critical Review of Two Articles Using Key Concepts of Critical Analytical Thinking Due: Week 6 Friday (23 Aug 2024) 11:00 pm AEST
Module/Topic
Definition of cognitive bias.
Types of cognitive biases.
How do cognitive biases affect decision-making?
Cognitive determinants of decision-making.
Chapter
Essential Readings:
Rutherford, A. (2014), Models for Critical Thinking, Chapter 6.
Forman, J. (2020), Critical Thinking, Chapter 16.
Supplementary Readings:
Kallet, M. (2014). Think Smarter, Chapter 4
Moore and Parker (2017) Chapter 8
Gigerenzer, G. andSelten, R. (2002), Bounded Rationality: The Adaptive Tool Box Vol 1, MIT Press.
Events and Submissions/Topic
Case study for discussion at the workshop.
Bernhard Günther (2017) Combating Bias (Posted on Moodle site).
Discussion on questions of Assessment 2.
Module/Topic
Examination of various diagnostic tools for decision-making.
Kepner-Tregoe Methodology.
Lau (2011) six-step good decision-making process.
Group decision-making model.
Fishbone approach.
Benjamin Franklin method.
SWOT Matrix.
Chapter
Essential Readings:
Kallet, M. (2014). Chapter 3.
Burns, T., and Roszkowska, E (2016) Rational Choice Theory: Toward a Psychological, Social, and Material Contextualization of Human Choice Behavior, Theoretical Economics Letters, 6, 195-207
Events and Submissions/Topic
Case study for discussion at the workshop:
UNIQLO GOES GLOBAL (Posted on Moodle site).
Fishbone approach.
SWOT analysis.
Lau's six-step decision-making process.
Module/Topic
Group Presentation.
Each team member must make an in-person presentation this week along with other team members in class.
The Unit Coordinator will moderate the session.
Chapter
There are no prescribed readings for this week.
Events and Submissions/Topic
Case study presentation by individual members of each group in the workshop.
Group report submitted to Moodle - Friday 13 September by 11.45 PM AEST.
Presentation and Written Assessment Due: Week 9 Friday (13 Sept 2024) 11:00 pm AEST
Module/Topic
Definition and Scoping: Evidence-Based Management (EBM).
Component of evidence-based management.
Assessing information and accuracy.
Advantages of EBM.
Chapter
Essential Readings:
Pfeffer & Sutton (2006). Evidence-Based Management, Harvard Business Review, January, 84 (1):62-74, 133.
Supplementary Reading:
Barends, E., In Search of Evidence: Empirical findings and professional perspectives on evidence-based management., Amsterdam, Center for Evidence-Based Management.
Events and Submissions/Topic
Case study for discussion at the workshop.
Crashed in the Bogongs: An individual worksheet (will be posted on the Moodle site).
Exercise:
How to use the Fishbone model in exploring decision options.
Module/Topic
Ethical Decision-Making Frameworks.
A review of consequentialism, deontology and virtue approaches to decision making.
Chapter
Essential Readings:
Kallet, M. (2014)., Think Smarter, Section III: Conclusions.
Moore and Parker (2017) Chapter 12.
Supplementary Readings:
Ferrell et al.,( 2018) Chapter 5 & 6.
McDonald (2015) Chapters 10 & 11.
Events and Submissions/Topic
Case studies for discussion at the workshop:
How does Starbucks' CSR policy ensure sustainable development and Global expansion? (CSR Policy of Starbucks, Starbucks website).
Leading strategy for Shire Pharma (Posted on Moodle site).
Module/Topic
Leading issues impacting managerial decision-making in today's business environment.
Managerial decision-making in a new global business environment. The business successes and failures.
Chapter
Essential Readings:
World Economic Forum 2024.
McKinsey Report (2022), The Fourth Industrial Revolution will be People Powered, January 2022.
Supplementary Readings:
UNCTAD (2022), World Investment Report (Executive Summary). Report 2022.
World Economic Forum Report 2024 (Global Risk Report).
Events and Submissions/Topic
Discussion on decision-making complexity for today business leaders.
Disruption in managing people. work flow and logistics.
Impact on the airline industry and in the retail sector.
Summary of key topics studied in Critical Thinking and Decision Making.
Written Assessment- Reflective Essay Due: Week 12 Friday (4 Oct 2024) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical and Written Assessment
Weighting: This assessment accounts for 30% of your final grade for this unit and must be completed by students individually.
Length: The review must be 2000 words in length excluding the list of references.
Cover page: The report must include a cover page that contains your name, student number, resident campus, assessment title, lecturer and word count.
A critical review and analysis of two articles/cases.
Two articles will be posted in the Assessment Tile on Moodle.
Task: Students are to critically analyse the premise, context, and key issues discussed in those two articles.
The specific questions will be determined by the unit coordinator. Students are required to develop clear and logical arguments supporting their opinions using appropriate critical thinking models and frameworks.
Both on-campus students and distance students must write a review of the two articles and submit it online via Moodle by the due date.
Format: Text should be word-processed, Times New Roman, 12 size font, and line spacing (1.5). Please save/upload your file in a Word format (.doc or .docx).
Task Description: The purpose of this task is to demonstrate your ability to critically analyze, synthesise and evaluate information and present that information in a written format. You are expected to analyse the arguments using information from the articles. You are required to do research and collect recent information on key themes, ideas, and models you will focus.
Two articles will be available for you on the unit’s Moodle site. Guidelines relating to critical thinking and analysis will be posted on Moodle (Assessment title).
Week 6 Friday (23 Aug 2024) 11:00 pm AEST
You must submit your assessment with a cover page on Moodle by the due date. A late penalty applies of 5% per day for assignments submitted after the due date.
Week 8 Friday (6 Sept 2024)
Feedback will be provided via Feedback studio.
- A clear and structured report including introduction, main body, and conclusion (10%) .
- Use of key critical thinking, problem-solving, and argumentation as the basis for analysing the main issues and arguments highlighted in the articles (40%).
- Identifying the strengths and weaknesses of the article against the critical thinking concepts (20%).
- Providing a clear perspective of the practical value of the articles to management practice. (20%).
- Using a minimum of 12-quality references made up of recommended texts and academic journal articles so as to demonstrate breadth and quality of research, including citation of the recommended texts (10%).
- The use of the APA in-text referencing system to correctly cite academic sources.
- Ensuring a list of references used in the written report.
This is the minimum standard expected for this assignment. Students who only meet the minimum should expect to receive the minimum pass grade.
As Master's students, you are required to engage in research as per the Australia Quality Framework (AQF) guidelines. Two specific requirements need to be considered.
Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in the discipline and/or area of professional practice, and demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning”.
Each topic in your unit has a number of required weekly readings in terms of academic texts, journals, and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF.
In order to demonstrate the ability to engage in appropriate research, students should read and utilise these texts and journals, and publications, and as Masters students, indicate a willingness to research beyond this minimum standard through additional texts, journals, and studies that demonstrate an ability to engage in independent research.
A detailed rubric and audio file are available in the Assessment folder on the Moodle site that provides further information regarding this assessment.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Ethical and Professional Responsibility
- Evaluate and reflect on the importance of critical thinking and the benefits of using decision-making processes to assess and solve business, managerial and organisational problems
- Critically analyse and synthesise complex information, problems, concepts and theories and to apply creative decision-making approaches to address business issues and problems
- Communicate complex concepts, ideas and solutions to specialist and non-specialist audiences with the aim to influence and persuade others to adopt new positions.
2 Presentation and Written Assessment
Weighing: This assessment accounts for 30% of your final grade for this unit and must be completed by students as a group. This assessment consists of two parts:
(1). A summary group report (15%).
(2). An individual presentation (15%).
Each team member must make an in-person presentation at the scheduled workshop along with other team members.
Length: The written group report must be 1500 words in length excluding the list of references.
Cover page: The report must include a cover page that contains your name, student number, resident campus, assessment title, lecturer, and word count.
The presentation (individual) is about 5 minutes per person.
Criteria for Individual Presentation.
1. Presentation style and approach.
2. Answer to the question (s) allocated to an individual member.
3. Demonstration of the understanding of decision-making models and their usefulness.
Criteria for Assessment 2 (Report)
In groups, students are to examine the case study for a major organisation operating in Australia and critically analyse a key decision or series of decisions made by the organisation. Student groups are expected to use appropriate critical thinking and decision-making models to analyse the decisions made by the organisations and whether they were sound and justified.
You are required to collect recent information from the organisation's website plus from credible journals and articles.
Students need to consider the data available to the organisation, and demonstrate the decision tools and techniques used, including- Kepner-Tregoe Methodology, a detailed SWOT analysis, and ethical decision-making frameworks.
Your critical analysis should:
1. Identify the critical competencies of the organisation you are allocated. Support your observation with evidence.
2. What managerial decisions were made by the management to compete in their respective industry? Develop arguments justifying your observations. Were all decisions ethical?
3. How has the organisation developed a highly responsive supply chain that enables the delivery of new and changing products/services as trends emerge?
4. Identify some decision-making options that the organisation should consider to ensure growth and relevance.
There is a minimum of 10-15 peer-reviewed journal articles in APA style.
Submission of group report: Only one member of the group must submit the written group report and the PowerPoint slides. Individual marks will be allocated for both the presentation and the report. If more than one member of the group submits, then a high overlap score will be generated. Please save and upload your written report in a Word format (.doc or .docx) via the assessment link on Moodle. This is the minimum standard expected for this assessment. Students who only meet the minimum should expect to receive the minimum pass grade.
As Masters's Students, you are required to engage in research as per the Australia Quality Framework (AQF) guidelines. Two specific requirements need to be considered.
Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in the discipline and/or area of professional practice, and demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning”.
Each topic in your unit has several required weekly readings in terms of academic texts, journals, and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF.
To demonstrate the ability to engage in appropriate research, students should read and utilise these texts and journals, and publications, and as Masters Students, indicate a willingness to research beyond this minimum standard through additional texts, journals, and studies that demonstrate an ability to engage in independent research.
A detailed rubric and audio file are available in the Assessment folder on the Moodle site that provides further information regarding this assessment.
Week 9 Friday (13 Sept 2024) 11:00 pm AEST
Presentation will be at the workshop on Week 9. Written report and presentation slides are to be uploaded to the Moodle site on 10 May 2024 by the due time.
Week 11 Friday (27 Sept 2024)
Feedback will be provided via Feedback Studio.
Students are to demonstrate knowledge of the subject matter, and effective presentation skills by:
- Providing a concise and structured presentation with an introduction, main body, and conclusion (10%).
- Effectively using audiovisuals and verbal communication delivered within the time allocation (25%).
- Using key critical thinking, problem-solving models, concepts, and theories as an analytical frame (30%).
- Providing a clear set of recommendations supported by literature (if and when appropriate) (15%).
- Demonstrating a commitment to professional business presentation standards (10%).
- Ensuring all group members make a balanced contribution to the presentation (10%).
- Providing a copy of the presentation slides to the unit coordinator prior to the presentation session.
Students are to demonstrate knowledge of the subject matter and effective written skills by:
- Providing a concise overview of the content of the presentation of approximately 1200 words.
- Providing a clear set of recommendations supported by literature (if and when appropriate).
- Using a minimum of 12-15 quality references made up of recommended texts and academic journal articles so as to demonstrate breadth and quality of research, including citation of the recommended texts.
- The use of the APA in-text referencing system to correctly cite academic sources.
- Ensuring a list of references used in the presentation is attached to the summary report.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Develop a body of knowledge of research principles and methods applicable to key aspects of critical thinking and reasoning
- Critically analyse and synthesise complex information, problems, concepts and theories and to apply creative decision-making approaches to address business issues and problems
- Develop the capability to make effective and timely decision
3 Written Assessment
Weighting: This assessment accounts for 40% of your final grade for this unit and must be completed by students individually.
Length: The essay must be 2000 words in length excluding the list of references.
Cover page: The essay must include a cover page that contains your name, student number, resident campus, assessment title, lecturer and word count.
Referencing: A minimum of 12-15 academic references are required.
Submission: Please save and upload your file in a Word format (.doc or .docx) via the assessment link on Moodle. There will be a late penalty of 2 marks (5% of 40) for each day late.
Task Description: The objectives of this reflective essay are for students to:
(1) summarize, critically review and reinforce key concepts and theories learned from week 1 to week 10 of this unit.
2) reflect on these concepts/theories' potential impact on your decision-making, and how this learning is being applied and could be applied in your current jobs, the development of your future career, and/or your life generally. You will also complete at least two diagnostic tools related to learning styles and critical thinking and reflect on the results.
(3) reflect on new insights gained about oneself as a result of learning the unit, and propose a plan for self-development.
You are expected to reflect on four topics covered from week 1 to week 10 and evaluate the topics that inspired your thinking and influenced your decision-making. Each topic needs to contain a CONVINCING and PERSONAL justification of why these topics were chosen and how the mentioned topics have changed/might change your thinking or the students’ decisions.
The following questions are to be addressed.
- What have you learned about yourself through the course activities?
- What skills do you possess and what skills are you lacking?
- How are you going to improve your decision-making in the future? (Self-knowledge and self-development)
- You should tie all your arguments/insights together at the end of your paper, highlighting how you think you will be able to use your learnings in the future.
- Illustrate with personal examples how the learnings of this unit have enabled you to be more effective in making a certain decision at work.
- In the conclusion, the essay needs to reflect on self-knowledge and highlight implications for future self-development.
Week 12 Friday (4 Oct 2024) 11:45 pm AEST
Students are to submit their reflective essay via the Moodle site. Please note a late penalty of 5% per day is applied for assignments submitted after the due date.
Marks for Assessment 3 will not be published before the exam results are finalised. Written feedback will be posted on the feedback studio.
You should tie all your arguments/insights together at the end of your reflective essay, highlighting how you think you will be able to use your learning in your future career and in life generally.
- A well-structured reflective essay that demonstrates key aspects of critical and rational thinking (10%).
- Discuss the four selected topics and provide clear reflection linking personal preferences in light of the diagnostic results (40%).
- Utilise and reflect on the results of a minimum of two diagnostic tools to assess personal learning styles and approaches to decision-making (20%).
- Utilise key critical thinking concepts and models to describe and analyse their own positions or beliefs (20%).
- The use of between 12 quality references that includes key readings and recommended texts, using (10%).
- Use APA referencing and include a reference list.
These are the minimum requirements. You should note that satisfactorily meeting the minimum requirements will typically result in the minimum pass grade being awarded.
A detailed rubric and audio file are available on the Moodle site that provides further details for this assessment task.
Refer to the unit Moodle site for further details.
- Knowledge
- Cognitive, technical and creative skills
- Self-management
- Evaluate and reflect on the importance of critical thinking and the benefits of using decision-making processes to assess and solve business, managerial and organisational problems
- Develop a body of knowledge of research principles and methods applicable to key aspects of critical thinking and reasoning
- Develop the capability to make effective and timely decision
- Communicate complex concepts, ideas and solutions to specialist and non-specialist audiences with the aim to influence and persuade others to adopt new positions.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.