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Book critique assignments in management education.

Article Excerpt
Abstract

This article asserts that the book critique is a powerful tool for management education which responds to employers' need for managers with critical thinking and higher-order learning abilities. The alignment of the assignment with critical thinking, high-order learning, and leadership theories is explained. It is followed by a detailed discussion of the assignment's mechanics, including book selection, book critique outlines, student insecurities about writing the critique, as well as grading considerations.

Introduction

Business schools around the world are faced with new challenges for their undergraduate and graduate programs as a result of the ever-changing global economy (Harveston, 1998; Mintzberg, 2004). Employers increasingly demand graduates with not only subject matter competency, but also critical thinking and higher-order learning ability. But employers' demands even go beyond that: They also want graduates with the ability to "sell" their ideas to others in the workplace. This challenge, though, offers many opportunities for innovation and creativity in not just what is taught but also how and why. This article asserts that the book critique (also referred to as the book review) offers a powerful pedagogical tool for management education and one which responds to employers' need for managers with critical thinking and higher-order learning abilities. We begin the discussion by describing how the book critique aligns with the theories of critical thinking, higher-order learning, and leadership. The article will then discuss the mechanics of the assignment, including book selection, book critique outlines, student insecurities about writing the critique, as well as grading considerations.

Linkages to Theory

Critical Thinking

Although there is no consensus regarding the definition of critical thinking, there seems to be general agreement about the characteristics of those who are skilled in this area. For example, Elder and Paul (2002) posit that those skilled in critical thinking are able to take one's own thinking apart systematically, to analyze each part, assess it for quality and then improve it. They go on to say that the first step in this process is understanding the parts of thinking, which are purpose, questioning, information, inference, assumption, point of view, concepts, and implications. The book critique challenges students to confront all of these elements of thought, not only of the author, but also for themselves. For example, one specific task within the book critique is the identification of strengths and weaknesses of theses and evidence provided in the book. The personal recognition of what makes a thesis valid drives a student to focus on one's own view regarding well-constructed presentations of information. That said, the book critique challenges the student to consider new information, and perhaps work through cognitive dissonance that may have resulted from the reading. Ultimately, the book critique urges students to examine how the materials presented in a book influence...