Reasoning, judgement, and reflective action: a model for curriculum innovation and proposed collaborative research in the Pacific region
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Authors
Hays, Jay
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Date
2014
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Conference Contribution - Oral Presentation
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
MBA students
reasoning
judgement
reflective action
critical thinking
curriculum
reasoning
judgement
reflective action
critical thinking
curriculum
ANZSRC Field of Research Code (2020)
Citation
Reasoning, judgement, and reflective action: a model for curriculum innovation and proposed collaborative research in the Pacific region. Paper presented at the Unitec Pacific Re-search Symposium, Auckland, New Zealand, 26 November.
Abstract
This research brief overviews a proposed project investigating development of reasoning, judgement, and reflective action (RJRA) in young professionals. The project entails design and validation of an instructional unit initially intended for postgraduate business and management / MBA students), and development and testing of a sophisticated evaluation regime to assess learners' baseline (pre-intervention) and post-intervention RJRA capacities. Also provided are protocols for data collection and analysis.
The brief summarises a comprehensive review of the literature, ranging across teaching and learning theory and practice, critical thinking, complex problem-solving, decision making, and planning, in addition to reasoning, judgement, and reflective action; and presents theoretical and practical foundations underpinning a curriculum for educating for RJRA. At the core of this study is a multidimensional model advanced (Figure 1) that amalgamates and articulates the relationships amongst a range of key elements. These elements are individually (and sometimes partially collectively) of concern by institutions of higher learning and their stakeholders, including governments, industry bodies, and organisations seeking to employ graduates. Elements of the model (such as critical thinking, problem-solving, ethics, and judgement) are often treated separately in the literature. While reasonable from an instructional point of view this narrow focus problematic in that it undermines understanding of the systemic nature of RJRA.
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