Book critique assignments in management education.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 COMPETENCY, evidence. The legal fitness or ability of a witness to be heard on the trial of a cause. This term is also applied to written or other evidence which may be legally given on such trial, as, depositions, letters, account-books, and the like. 2. , 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 ped·a·gog·ic also ped·a·gog·i·cal adj. 1. Of, relating to, or characteristic of pedagogy. 2. Characterized by pedantic formality: a haughty, pedagogic manner. 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 (logic) inference - The logical process by which new facts are derived from known facts by the application of inference rules. See also symbolic inference, type 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 cognitive dissonance Mental conflict that occurs when beliefs or assumptions are contradicted by new information. The concept was introduced by the psychologist Leon Festinger (1919–89) in the late 1950s. that may have resulted from the reading. Ultimately, the book critique urges students to examine how the materials presented in a book influence their existing knowledge of the topic. Levine and Levine (1993) state that book critiques are useful because they enable students to focus their thoughts about a subject through a prism of describing and reacting to an author's complete presentation of a book. Many assignments in today's curricula revolve around Verb 1. revolve around - center upon; "Her entire attention centered on her children"; "Our day revolved around our work" center, center on, concentrate on, focus on, revolve about researching and communicating what others think. In answering the question "What do I think about this book?," the student is challenged to engage in personal reflection. Boud (2001) described reflection as a "process of turning experience into learning, that is, a way of exploring experience in order to learn new things from it" (p. 10). Kirsch kirsch n. A colorless brandy made from the fermented juice of cherries. [French, short for German Kirschwasser; see kirschwasser. (1978) challenged his students to use the book critique as a process of learning who they are and what value systems they follow. He goes on to say that most students' credos are "undigested, unexamined, and often confused renderings of what they have been told in literature courses, or of what they think literate, cultivated, tasteful taste·ful adj. 1. Having, showing, or being in keeping with good taste. 2. Pleasing in flavor; tasty. taste people believe" (p. 5). The development of the ability to reflect, think critically, and develop one's personal point of view about something is consistent with what employers are looking for Looking for In the context of general equities, this describing a buy interest in which a dealer is asked to offer stock, often involving a capital commitment. Antithesis of in touch with. . Tay (2001) found organizations hiring MBAs more likely to hire those with critical thinking abilities. Additionally, Mintzberg (2004) asserts that effective managers must be able to take a step back and thoughtfully reflect on their experiences. Higher-Order Learning Most educators have long been familiar with Bloom's taxonomy taxonomy: see classification. taxonomy In biology, the classification of organisms into a hierarchy of groupings, from the general to the particular, that reflect evolutionary and usually morphological relationships: kingdom, phylum, class, order, (Bloom, 1969). This taxonomy of knowledge, comprehension, application, analysis, synthesis, and evaluation represent increasingly higher levels of thinking, and developing assignments at the highest levels have always been a challenge. The linkage linkage In mechanical engineering, a system of solid, usually metallic, links (bars) connected to two or more other links by pin joints (hinges), sliding joints, or ball-and-socket joints to form a closed chain or a series of closed chains. between critical thinking and Bloom's higher levels of learning are reflected in Scriven and Paul's (2004) definition of critical thinking: "the intellectually disciplined process of actively and skillfully skill·ful adj. 1. Possessing or exercising skill; expert. See Synonyms at proficient. 2. Characterized by, exhibiting, or requiring skill. conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Defining Critical Thinking). The book critique places considerable emphasis on the two highest levels of the taxonomy, synthesis and evaluation. Students are challenged to synthesize To create a whole or complete unit from parts or components. See synthesis. what is usually hundreds of pages of text into a succinct suc·cinct adj. suc·cinct·er, suc·cinct·est 1. Characterized by clear, precise expression in few words; concise and terse: a succinct reply; a succinct style. 2. and accurate description of the author's thesis and key supporting points. Mintzberg (2004) states that synthesis is the very essence of management, and that analysis without synthesis "reduces management to its skeleton" (p. 37). In addition to requiring synthesis, the book critique also emphasizes evaluation. This assignment challenges the reader to compare ideas, assess the value of theories, make judgment calls based on the value of evidence, and recognize subjectivity, which are all taken from Bloom's evaluation stage of learning. In commenting on the book's merits, the student is challenged to evaluate the book's contributions vis-a-vis other literature in the field. Thus, for instructors continuously striving to get their students thinking at the higher levels in Bloom's taxonomy and engaging in critical thinking, the book critique represents a unique assignment that does both. We next discuss yet another learning benefit of the assignment; that is, once having engaged in the critical and higher-order thinking Higher-order thinking is a fundamental concept of Education reform based on Bloom's Taxonomy. Rather than simply teaching recall of facts, students will be taught reasoning and processes, and be better lifelong learners. just described, students must still communicate their point of view in a persuasive manner to others. That ability to persuade others to embrace one's ideas we have placed within the broad context of leadership. Leadership It has become increasingly important for managers today to be able to quickly assimilate as·sim·i·late v. 1. To consume and incorporate nutrients into the body after digestion. 2. To transform food into living tissue by the process of anabolism. and evaluate data in terms of its meaning and usefulness for achieving organizational goals (Northouse, 2004). The diversity of managers' experiences and ideas create a fuller, more complex pool of knowledge and talent within the organization. The formation and evolution of each manager's thoughts and self ideally add value to the organization and its functioning. Organizations containing homogeneous collections of employees are at risk of pitfalls such as groupthink group·think n. The act or practice of reasoning or decision-making by a group, especially when characterized by uncritical acceptance or conformity to prevailing points of view. Noun 1. , polarity (1) The direction of charged particles, which may determine the binary status of a bit. (2) In micrographics, the change in the light to dark relationship of an image when copies are made. , etc., which suggests the importance of managers being able to form an opinion that is independent of others. However, a manager's ability to persuasively communicate their point of view to others is evidence of leadership potential (Kotter, 1996). In this regard, a well done book critique presents a persuasive statement about a particular book's value. Fink fink Slang n. 1. A contemptible person. 2. An informer. 3. A hired strikebreaker. intr.v. finked, fink·ing, finks 1. To inform against another person. (2004) emphasizes that offering a cogent COGENT - COmpiler and GENeralized Translator opinion involves immersing oneself in the facts and conflicting views and then stepping forward with the courage to write. Kirsch (1978) points out, however, that the reviewer re·view·er n. One who reviews, especially one who writes critical reviews, as for a newspaper or magazine. reviewer Noun a person who writes reviews of books, films, etc. Noun 1. should be challenged to "write short" (p. 7). Due to managers' life in the organizational fast lane, it is imperative that communications be brief and compelling. Northouse (2004) asserts that leadership involves a process of influence. Kotter (1996) specifically identified under-communication of vision as an error of recent years in leadership. This "vision" is fundamentally a point of view about an organization's future. As has been discussed, that point of view is first developed in conjunction with being able to think critically. In addition to requiring critical thinking, the book critique allows students to become more comfortable with expressing both positive and negative views because the assignment transfers the judgment of quality to the student. Having one's own story to tell does little good if it is not well-presented and communicated persuasively. Even the most inspiring vision of a leader remains dormant Latent; inactive; silent. That which is dormant is not used, asserted, or enforced. A dormant partner is a member of a partnership who has a financial interest yet is silent, in that he or she takes no control over the business. without successful communication. Research by Mayfield, Mayfield, & Kopf (1998) demonstrated the positive impact that a leader's effective use of language and communication can have on both staff satisfaction and performance. One element of effective communication that Kotter (1996) noted was simplicity. He suggests that all "jargon jargon, pejorative term applied to speech or writing that is considered meaningless, unintelligible, or ugly. In one sense the term is applied to the special language of a profession, which may be unnecessarily complicated, e.g., "medical jargon. and techno techno electronic dance music that first appeared in the U.S. in the 1980s and became globally popular in the 1990s. It originated with Detroit deejay-producers who, inspired by European electro-pop, underlaid dreamy synthesizer melodies with rapid electronic rhythms. babble" be removed so that information can be disseminated disseminated /dis·sem·i·nat·ed/ (-sem´i-nat?ed) scattered; distributed over a considerable area. dis·sem·i·nat·ed adj. Spread over a large area of a body, a tissue, or an organ. to larger groups and minimize "confusion, suspicion, and/or alienation alienation, in property laws: see tenure. alienation In the social sciences context, the state of feeling estranged or separated from one's milieu, work, products of work, or self. " (8990). Effective communication development also lies within the book critique assignment. Students are exposed to a large body of information about which they must present judgment call in a succinct, well-organized manner. Whether or not a student's point of view is considered valid by others will depend on his/her ability to provide evidence in support of their point of view and on the effectiveness with which that evidence is presented. The same requirements for "selling" one's point of view hold true for leaders in organizations (Kotter, 1996). Persuasive delivery, written or verbal, is vital to the support of an idea, point of view, and/or vision, and the book critique is a device students can utilize to sharpen sharp·en tr. & intr.v. sharp·ened, sharp·en·ing, sharp·ens To make or become sharp or sharper. sharp these skills. Mechanics of the Book Critique Book Selection The selection process for possible books to critique can be done several ways. One of the authors has historically compiled a list of thought leaders and best-selling best·sell·er also best seller n. A product, such as a book, that is among those sold in the largest numbers. best authors for the students. He has also left the option for a student to suggest a book for critique but is subject to the professor's approval. At the Organization Behavioral Teachers Conference (OBTC OBTC Organizational Behavior Teaching Conference ) in Scranton, PA, the authors discussed with other management educators from around the country their methods for selecting books for critique. Some professors choose to leave the book selection completely at the discretion of the student and do not approve or disapprove dis·ap·prove v. dis·ap·proved, dis·ap·prov·ing, dis·ap·proves v.tr. 1. To have an unfavorable opinion of; condemn. 2. To refuse to approve; reject. v.intr. of any titles. While this method gives the student the freedom to select a text that is of interest to him/her, it may have little relevance to the professor's learning objective(s) for the course. Another method of selection involves the class collectively creating a master list of texts from which to choose. This method allows the professor the ability to keep selections within the scope of the course while giving students to the autonomy to make their own selections. Still other professors require students to read the same text. While there is no single best way of choosing the text(s) to be reviewed, the decision should be left to the professor based on his/her goals for the students. Book Critique Questions The answers to the following questions are commonly sought among educators that utilize the book critique. A discussion of the questions follows the list. * Who is the author? * What is the thesis of the book? * Is the evidence appropriate for the theses? * Was the book objective or did ir show bias? * What presuppositions or basic assumptions does the author reveal in his/her work? * Are assumptions legitimate or valid? * Were arguments logical, well-supported, or convincing? * How fairly does the author deal with information that contradicts his/her main premises? * Does the author's style suit the intended audience? * What theoretical issues or topics for further discussion does the work raise? * What was your personal response? * Would you recommend this book? To whom? Why? * What contribution does the book make to the literature? As can be seen, the reader must consider many questions upon completion of the book. These questions serve as a guide for the reader as he or she considers the book's strengths and weaknesses. It also aids the reader in developing a more well-rounded opinion of the book aside from initial ideas of whether or not he/she liked the book. These questions probe the student to reflect on specifically why and/or how the author succeeded or fell short of the book's purpose. Book Critique Outlines As with the design of the assignment from the professor, there is fair variation in formatting the critiques' write up. The educator may leave the format to the student's discretion granted that the student covers all necessary materials. Sample Book Critique Outline 1. Introduction a. Purpose of the book b. Author's qualifications and viewpoints 2. Critical Summary a. Thesis of the book b. Summary on contents 3. Style and Presentation a. Organization of the book b. Writing 4. Conclusion a. Historical contribution of the book (How does it fit into the prevailing interpretation of the subject? Does it break new ground? Does it revise older interpretations?) b. Overall worth of the book (Would you recommend it? For what type of audience would it be best suited? Did the author achieve his/her purpose?) (Source: "Writing a Book Review") Student Insecurities Students may often feel uncomfortable writing a book critique for the first time. Providing examples from both professional journals and former students can help in this regard. Some anxiety may come from students not feeling competent to comment on subjects about which they are not experts. This issue can partially be addressed by assigning the critique later in the academic term so that students have a stronger grasp of the course material and expectations. Feelings of uneasiness will still be present, but the critique is designed to challenge the student to face those fears, engage in critical thinking, and form one's own perspective. Assessment Techniques Due to various designs and courses for which a book critique is an option, there is no consensus on a single, best method or rubric RUBRIC, civil law. The title or inscription of any law or statute, because the copyists formerly drew and painted the title of laws and statutes rubro colore, in red letters. Ayl. Pand. B. 1, t. 8; Diet. do Juris. h.t. for assessment, and grading can therefore be a challenge. Despite lack of agreement in the educational arena, there are several considerations for instructors when grading this type of assignment. One question that many instructors entertain is whether or not they must read the text in order to grade it. While being familiar with the content of the book is helpful to the person grading the assignment, some use grading rubrics that require the instructor only to look for inclusion of key elements of the critique. The rubric used in the evaluation of the student's critique should be linked back to the overall learning objectives for the assignment and the course. For example, the rubric used in a leadership course may place a certain amount of weight on the students' presentation of critical reactions (personally and professionally) as well as how the text materials have influenced their leadership views, if at all. Some instructors may choose to provide their students with a preferred structure for the organization of the paper. Instructors may also want to consider how well students address and support each pillar pillar, freestanding columnar supporting member. It is a general term, little used as an exact architectural definition except as applied to an upright support in the medieval styles, consisting of an assemblage of juxtaposed shafts and moldings; unlike the column, of the assignment based on the instructor's preferred structure. Conclusion The purpose of this article has been to present a creative approach for management educators to promote student development in critical thinking, higher-order learning, and leadership. Producing management graduates with strong abilities in these areas meets an important need in today's competitive marketplace. The mechanics of how to actually use the assignment have been described, including how to address challenges associated with student insecurities and grading. Not only is there a strong theoretical and business rationale for the using this assignment, but preliminary research suggests that students themselves sec the value of the book critique as a learning tool. When we asked students in one graduate class (n=16) to comment on the extent to which they agreed that the book critique assignment was "challenging and contributed to their learning," the mean response was 4.31 on a 5-point scale. Further, this mean response score was higher than any other assignment in the course (e.g., learning journal: 3.94/5.0; group project: 3.81/5.0.) While these preliminary findings are certainly not generalizable gen·er·al·ize v. gen·er·al·ized, gen·er·al·iz·ing, gen·er·al·iz·es v.tr. 1. a. To reduce to a general form, class, or law. b. To render indefinite or unspecific. 2. , they are intended to provide encouragement to instructors to try using this assignment in their classes. The book critique offers a powerful pedagogical tool to develop in our management students the critical thinking, higher-order learning, and leadership abilities that employers in today's economy are most desiring. References "Book Critique Guide" (n.d.). Retrieved on June 2, 2005 from http://www.und.nodak.edu/dept/histdept/GDCritique.html Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult & Continuing Education continuing education: see adult education. continuing education or adult education Any form of learning provided for adults. In the U.S. the University of Wisconsin was the first academic institution to offer such programs (1904). , 90, 9-18. Elder, L. & Paul, R. (2002). Critical thinking: Distinguishing between inferences and assumptions. Journal of Developmental Education, 25(3), 34-35. Fink., C.C. (2004). Writing opinion for impact. Malden, MA: Blackwell. Harveston, P.D. (1998). Transformation of MBA MBA abbr. Master of Business Administration Noun 1. MBA - a master's degree in business Master in Business, Master in Business Administration programs to meet the challenge of international competition. The Journal of World Business, 33(2), 203-218. Kirsch, R. (1978). The importance of book reviewing. In S. Kamerman (Ed.), Book Reviewing. Boston, MA: The Writer. Kotter, J. (1996). Leading change. Boston, MA: Harvard Business School Harvard Business School, officially named the Harvard Business School: George F. Baker Foundation, and also known as HBS, is one of the graduate schools of Harvard University. Press. Levine & Levine. (1993). "Using a Book Critique as a Writing Assignment". Retrieved on August 24, 2005 from http://www.law.gonzaga.edu/Programs/Institute+for +Law+School+Teaching/The+Law+Teacher+ +Newsletter/Past+Issues+of+The+Law+Teacher/ Fall+1993/Book+Critique.htm Mayfield, J.R., Mayfield, M.R., & Kopf, J. (1998). The effects of leader motivating language on subordinate performance and satisfaction. Human Resource Management, 37(3), 235-249. Meisinger, S. (2004). Shortage of skilled workers threatens economy. HR Magazine, 49(12), 12. Mintzberg, H. (2004). Managers not MBAs: A hard look at the soft practice of managing and management development. San Francisco San Francisco (săn frănsĭs`kō), city (1990 pop. 723,959), coextensive with San Francisco co., W Calif., on the tip of a peninsula between the Pacific Ocean and San Francisco Bay, which are connected by the strait known as the Golden , CA: Berrett-Koehler. Moody, J., Stewart, B., & Bolt-Lee, C. (2002). Showing the skilled business graduate: Expanding the toolkit. Business Communication Quarterly, 65(1), 21-36. Northouse, P. (2004). Leadership: Theory and practice. Thousand Oaks Thousand Oaks, residential city (1990 pop. 104,352), Ventura co., S Calif., in a farm area; inc. 1964. Avocados, citrus, vegetables, strawberries, and nursery products are grown. , CA: Sage. Scriven, M. & Paul, R. (2004). Defining Critical Thinking. Retrieved on August 24, 2005 from http://www.criticalthinking.org/aboutCT/definingCT.shtml Shropshire, C. (2004, Nov. 9). Hiring shifts to online process to help employers screen pool of applicants. Knight Ridder
Knight Ridder (IPA: /ˈrɪdɚ/) was an American media company, specializing in newspaper and Internet publishing. Tribune Business News, p. 1. Tay, A. (2001). Management's perception of MBA graduates in Malaysia. The Journal of Management Development, 20(3), 258-274. Writing a [Historical] Book Review". (n.d.) Retrieved on August 24, 2005 from http://www-personal.si.umich.edu/~rfrost/courses/writerev 1.html John J. Sherlock A Macintosh utility starting with Version 8.5 of the operating system that provides a common facility for searching the local hard disk, the local network and the Internet. , Western Carolina University з The university's academic structure is composed of four undergraduate colleges: Applied Sciences Arts and Sciences Business Education and Allied Professions Honors College Graduate School. Grant Morgan Grant Morgan is a political activist from Auckland, New Zealand. Morgan is a leading member of Socialist Worker (Aotearoa), and the chairperson of the Residents Action Movement. , Praxis prax·is n. pl. prax·es 1. Practical application or exercise of a branch of learning. 2. Habitual or established practice; custom. Research Inc. John J. Skerlock, Ed.D., is assistant professor of human resources The fancy word for "people." The human resources department within an organization, years ago known as the "personnel department," manages the administrative aspects of the employees. at Western Carolina University and director of its graduate program in human resources; Grant Morgan, M.S., is a research associate with Praxis Research, Inc. 
Soe (Member): 12/26/2009 4:44 AM
very clear and complete explanation about book critique and its role in stimulating critical thinking of studnets. |
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