Dr. Cathy Peppers Office 523 Email Welcome To MGT 33

Dr Cathy Peppersoffice 523 Baemailprotectedwelcome To Mgt 3345cr

Developments in critical and creative thinking, along with problem-solving skills, form the core objectives of this course. The course aims to bridge lower-division learning to upper-division business knowledge by emphasizing business literacy, analytical reasoning, and innovative thinking, particularly in the context of globalization's impact on careers and organizations.

The curriculum is structured around a semester-long inquiry into globalization's effects on the workforce, encouraging students to practice reflective judgment, apply diverse thinking models, and produce written analyses that demonstrate reasoning and insight. Assignments are designed to foster repeated practice and feedback, recognizing that mastering critical and creative thinking habits is developmental and iterative.

Students will initially focus on logical, convergent reasoning, progressing to divergent, creative thought processes. These are integrated through analyses of relevant readings, creative exercises, and a capstone project. Engagement with readings such as Thomas Friedman’s The World is Flat and Daniel Pink’s A Whole New Mind is central, with discussions and reflections facilitated online.

Assessment covers reading analyses, team and individual papers, creative exercise reports, and a final project, aiming to develop students' ability to analyze complex, ambiguous problems and communicate solutions effectively. Integrity in work and originality are emphasized, with strict consequences for violations.

Throughout the course, students are expected to participate actively, reflect critically on diverse perspectives, and progressively develop their capacity for sophisticated reasoning and innovative problem solving.

Paper For Above instruction

The course described emphasizes the development of critical and creative thinking skills through a comprehensive inquiry into globalization's impacts on the workforce and professional careers. Central to this educational journey is fostering a deep understanding of how to analyze complex, ambiguous problems by employing a variety of cognitive models and thinking strategies. Through a sequence of structured assignments—ranging from reading analyses, team collaborations, to creative exercises and culminating in a final project—students are encouraged to practice iterative thinking, reflect on diverse perspectives, and communicate their insights effectively.

The foundational premise of this course is that mastering critical and creative thinking is not merely an innate talent but a cultivated habit that benefits from repeated deliberate practice and constructive feedback. By engaging with challenging questions related to globalization, students will progressively enhance their ability to approach problems with confidence, flexibility, and analytic rigor. This process helps in building the 'scaffolding' necessary for higher-level understanding in business contexts and prepares students for real-world decision-making characterized by complexity and ambiguity.

The curriculum incorporates seminal texts such as Thomas Friedman’s The World is Flat and Daniel Pink’s A Whole New Mind, which serve as stimuli for inquiry and discussion on the forces shaping today's global economy and how these influence individual careers. Interactive forums foster collaborative learning and critical dialogue, enabling students to refine their analytical skills and consider multiple viewpoints.

Assignments are carefully designed to sequentially build competence in logical, convergent reasoning and subsequently in divergent, creative processes. For example, initial analysis of readings like Freakonomics demonstrates applying structured thinking models to interpret authors' reasoning. Later exercises involve redesigning everyday objects, crafting compelling stories, and employing metaphorical techniques, which nurture the capacity for innovative thinking applicable to real-world problems.

The culminating final project challenges students to synthesize their learning by identifying and solving an open-ended, professional problem that is relevant to their prospective careers. This task exemplifies the course’s overarching goal: to equip students with a versatile mindset capable of navigating and shaping an increasingly complex, interconnected world.

Importantly, the course underscores academic integrity as paramount. Originality, responsible sourcing, and honest scholarship are emphasized, with strict penalties for misconduct such as plagiarism. Students are encouraged to seek guidance if unsure about intellectual property and source attribution.

In essence, this course is a structured but flexible scaffold for developing higher-order thinking skills that are essential in professional life. By engaging deeply with texts, exercises, and reflective practices, students will enhance their capacity for critical inquiry, creative problem solving, and effective communication—key competencies in the globalized, innovative economy of today and tomorrow.

References

• Friedman, T. (2005). The World is Flat: A Brief History of the Twenty-First Century. Farrar, Straus and Giroux.
• Pink, D. H. (2009). A Whole New Mind: Why Right-Brainers Will Rule the Future. Riverhead Books.
• King, P. M., & Kitchener, K. S. (1994). Reflective Judgment: Theory and Research on the Development of Rational Thinking. Educational Psychology Review, 6(4), 353–376.
• Wolcott, H. F. (1994). Transforming Qualitative Data: Description, Analysis, and Interpretation. Sage Publications.
• Robinson, K. (2006). Are Schools Killing Creativity? TED Talk.
• Pink, D. H. (2009). The Science of Motivation. TED Talk.
• Friedman, T. (2006). The Leap: How to Know Who’s Really on Your Side. The New York Times.
• Krugman, P., & Wells, R. (2018). Microeconomics. Worth Publishers.
• Florida, R. (2002). The Rise of the Creative Class. Basic Books.
• Tapscott, D. (2014). The Digital Economy: Rethinking How to Lead and Innovate in the Digital Age. McGraw-Hill Education.