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MGMT20135 - Critical Thinking and Managerial Decision-Making

General Information

Unit Synopsis

This unit is designed to introduce the importance of critical thinking to the process of decision-making in a managerial setting. The key aspects of critical thinking and reasoning, including knowledge, comprehension, analysis and application are considered. You will develop significant skills in building effective arguments by constructing, analysing, and critically evaluating arguments in the process of effective decision-making. You will apply these skills to data and information related to typical business decisions. The aim is to communicate effectively and collaborate with others in order to generate solutions to multi-faceted business problems in a simulated business environment. You will also be introduced to a range of techniques available to assist better group decision-making and how such skills may be applied in real-life business situations.

Details

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 4
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2016

Term 1 - 2017 Profile
Brisbane
Distance
Melbourne
Sydney
Term 2 - 2017 Profile
Brisbane
Distance
Melbourne
Sydney
Term 1 - 2018 Profile
Distance
Melbourne
Term 2 - 2018 Profile
Brisbane
Distance
Melbourne
Sydney
Term 1 - 2019 Profile
Brisbane
Melbourne
Online
Sydney
Term 2 - 2019 Profile
Brisbane
Melbourne
Online
Sydney
Term 1 - 2020 Profile
Brisbane
Melbourne
Online
Sydney
Term 2 - 2020 Profile
Brisbane
Melbourne
Online
Sydney
Term 1 - 2021 Profile
Brisbane
Melbourne
Online
Sydney
Term 2 - 2021 Profile
Brisbane
Melbourne
Online
Sydney
Term 1 - 2022 Profile
Brisbane
Melbourne
Online
Sydney
Term 2 - 2022 Profile
Brisbane
Melbourne
Online
Sydney

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Practical and Written Assessment 30%
2. Presentation and Written Assessment 30%
3. Written Assessment 40%

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

Past Exams

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Previous Feedback

Term 1 - 2021 : The overall satisfaction for students in the last offering of this course was 4.5 (on a 5 point Likert scale), based on a 32.65% response rate.

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.

Source: Have your say feedback; self reflection
Feedback
Success in this unit requires students to engage with the unit on a regular basis to obtain formative feedback and to progress their assessments throughout the term (last-minute assessment preparation reduces success chances dramatically).
Recommendation
Retain this approach, alongside the interactive nature of the workshops, but further stress the importance of engagement with the unit and continue to provide ongoing feedback to students.
Action Taken
Interactive nature of the workshops are followed. Messages were sent to students stressing the importance of engagement Group discussions and class presentations were encouraged.
Source: Self reflection
Feedback
Good practice indicates that assessment should change on a regular basis and that doing so enhances skill development within students. There is always a group assignment that on campus and distance students often find challenging.
Recommendation
Continue to change and update assessment on a term by term and yearly basis. Examine opportunities fro group analysis that mirrors projects and decisions taken in business settings.
Action Taken
Noted and followed accordingly
Source: MBA Director and Reference Committee
Feedback
Unit review and consideration of scope against Graduate Attributes and CL20 Learning Outcomes
Recommendation
The unit content and assessment has changed overtime due to environmental creep. The unit needs to be reviewed in terms of content, scope and volume of learning to determine whether CL20 course learning objectives are being met.
Action Taken
The unit contents were updated and recent resource materials were posted on the Moodle site. The prescribed text book was changed and a very recent book was prescribed for T2 2021.
Source: Part-time MBA students in conversation, workshop, and emails
Feedback
Relevance and positive application of content.
Recommendation
To continue to identify new cases that deal with complexity in decision-making due to COVID-19 and other relevant business issues.
Action Taken
Nil.
Source: Part-time MBA students informal feedback. Unit Coordinator
Feedback
Lack of engagement by full-time international students in online chat rooms, break-out rooms, and lack of attendance in class.
Recommendation
These two cohorts have different requirements. Considerations need to be given to separate the MBA and the non-MBA students and use different assessment tasks. Compulsory participation in at least 6 group discussions in break-out rooms in case of online teaching. This practice will enhance students' ability for critical analysis and applications of theories, models, and concepts in real-life situations. Group members will be required to prepare team charters, showing the contributions of each member in a group. This will enable lecturer(s) to understand the students’ involvement and contribution in group work. This strategy might encourage better participation of students with an improved learning experience.
Action Taken
Nil.
Source: Assessment tasks. Students email and anecdotal commentary.
Feedback
Lack of academic skills to review articles. Many students do not know the difference between a report and an essay. They have poor referencing skills.
Recommendation
Arrange at least two special one-hour workshops in weeks 3 and 4 to discuss how to critically review articles (Assessment tasks 1 and 3). One/two articles can be distributed to students for reading. The unit coordinator/lecturer will discuss and explain how to review articles in a methodical manner. One special session to discuss how to use diagnostic tools in decision-making based on a recent decision of a known large organisation (Qantas, Tesla, Apple, etc.). This will assist students to use diagnostics tools in writing their reflective essays.
Action Taken
Nil.
Source: Students' feedback and unit coordinators' observation during the case study workshops.
Feedback
Students are interested in learning experiences from culturally and economically different contexts.
Recommendation
Cases targeting international students may be selected to demonstrate how companies are now operating in a post-OVID environment.
Action Taken
Nil.
Source: Unit coordinator. SAM data.
Feedback
Some students do not read their CQU emails and regularly check the Moodle site. A small percentage of students do so. MBA online students are very particular in checking mails and the Moodle site.
Recommendation
To assist these students short video messages can be posted along with reminders on the Moodle site. Post regular messages on the Moodle site highlighting the importance of regular class attendance and participation at workshops for gaining better learning outcomes. Conduct special short sessions for students showing how to navigate the Moodle site.CQUemails can be used to remind the students that there is a requirement that they attend lectures and workshops. Students can be encouraged to email lecturers to seek individual advice.
Action Taken
Nil.
Source: Adjunct staff, MBA Director and Unit Coordonator
Feedback
One component of current regime is unfocused. Authentic assessment strategy is required
Recommendation
A review of the journal articles (Assessment 1) is not aligned to authentic assessment. A review of assessment tasks will be undertaken in consultation with the Discipline group and required changes will be made accordingly.
Action Taken
Nil.
Source: Unit coordination. Emails from group members
Feedback
Unequal participation in Group Works in Assessment 2 (Case study presentation). In this unit, group works on business cases have been incorporated to have a collaborative learning experience of the students on key concepts, theories and their practical applications.
Recommendation
Allocation of marks (15 out of 30) for an individual in-class/online case presentation. The written report may be marked as group work (15 out of 30).
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. effectively apply appropriate modes of inquiry to gather, generate, and evaluate information relevant to typical business decisions;
  2. define the processes of deduction, induction, and other key elements of logical reasoning such as the differences among facts, inferences, assumptions, opinions, and theories;
  3. interpret evidence and findings, especially concerning alternative positions different from their own;
  4. evaluate the quality of reasoning behind arguments, interpretations, and/or beliefs and evaluate your own positions and conclusions through reflective thinking;
  5. communicate and defend your positions or conclusions by evaluating the validity of ideas and information, providing evidence and support, and arguing against competing claims when applicable; and
  6. create new ideas, positions, solutions, and techniques by critically examining emerging business issues, solving problems and applying knowledge and theory to novel situations.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Practical and Written Assessment
2 - Presentation and Written Assessment
3 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
4 - Research
5 - Self-management
6 - Ethical and Professional Responsibility
Alignment of Assessment Tasks to Graduate Attributes
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Practical and Written Assessment
2 - Presentation and Written Assessment
3 - Written Assessment