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MGMT 20135 : Critical Thinking And Managerial Decision Making

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MGMT 20135 : Critical Thinking And Managerial Decision Making

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Course Code: MGMT 20135
University: Central Queensland University

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Country: Australia

Question: 
The purpose of this task is for you to demonstrate your ability to critically analyze, synthesize and evaluate information and present that information in a written format. A list of articles will be available on the unit’s Moodle site for you to choose from. Youwill then write a critical article review based around your responses to the following questions.
Critical Analysiso What is the background of the research? (Background)o What is the research problem? What do we know about the research problem? What do we not know? (Research objective and literature review)o What are the core research questions the article addresses? Why are they important to address? (Research questions)o How was the research conducted? (Methodology)o What where the major findings? (Findings)o What are the significance of the findings for future research or management practice? (Significance/implications) 
Answer: 

The research that was undertaken by Manalo and Sheppard (2016) while conducting the study focused on the identification of the challenges that might be faced by the students due to lack of language proficiency and the manner in which it affected their critical thinking criteria. The research that is conducted by the researchers chiefly meditated on the previous researches that was undertaken portraying that non- Western students face issues while portraying their critical thought process. It was outlined in the previous researches that the lack of second language proficiency and structural limitations of the first language has affected the student’s capabilities of undertaking critical thinking. However, the research that was conducted by Manalo and Sheppard (2016) undertook evaluation of 110 Japanese second year students and 43 first year students. The evaluation has helped in identifying that there are no direct correlation between the proficiency of language and production of evaluative statements. The instructions that were delivered to the second year students have helped maintaining the proficiency of the critical evaluative skills. The research aims at identifying the different prospects that are played by language proficiency and to judge whether it affects the critical evaluative skills of the students.
The research objective on which the report is based will be identifying the issues that might be faced by the students while evaluating the different information due to lack of language proficiency. The different measures that are undertaken by Manalo and Sheppard (2016) in the study “How might language affect critical thinking performance?” is aimed at identifying the pros and cons that might be faced by the students due to language proficiency while undertaking an evaluation. The researchers have undertaken steps to review the previous researches and apply the same on the contemporary scenario to culminate into the findings. During Study 1 it was  found that greater number of evaluative structures were found based on Japanese interpretations and language. Japanese being the first language has helped the students in undertaking the evaluations more proficiently. Benedek et al. (2016) argued that the evaluation that is undertaken by the people is based on their perception and understanding of the topic. It is primarily based on the identification of the perceptions and cognitive abilities of the people apart from language proficiency and other relevant contexts. Bensley et al. (2016) stated that the identification of the different factors that affects the critical thinking (CT) is based on the implications of the personal skills and the manner in which they can be placed as per metacognition elements. The research that was undertaken primarily by Manalo and Sheppard (2016) was based on the identification of the issues that were faced by the non- Western students due to lack of proficiency in the second language. However, Gabriel et al. (2016) stated that the systematic mapping and the proper allocation and interpretation of the data help in undertaking a proper evaluation. It helps in maintaining the standards of creative thinking. Benedek et al. (2016) supported the view and thereby progressed with the expression that diversity in the perception of the understanding of the people helps in maintaining the standards of the evaluation and data interpretation. Tang, Werner and Karwowski (2016) stated that the impact of individualism and collectivism on the cognitive abilities of the people has supported their abilities of critical evaluations as per their ever- changing perceptions. According to Mullet, Willerson, Lamb and Kettler (2016), however, the perception of the teacher and the manner in which the teacher induces the concepts of critical evaluation affects the capabilities of the students while undertaking the review. Pérez-Fabello, Campos and Campos-Juanatey (2016) stated that the cognitive abilities, which will be helping the same in relation to acquiring and processing information. Proper processing of information helps in undertaking proficient evaluation of the different sources. However, Zohar and Cohen  (2016) stated that there are different speculations that might affect the proper functioning of the evaluation techniques as per the cognitive abilities and the language gaps. Approaches that are adhered by the students as per their cognitive abilities helps in minimizing the errors while undertaking an evaluation (O’Connor, Gardiner  & Watson,  2016).  
The research question that was addressed while undertaking the research by Manalo and Sheppard (2016) is based on the identification of the manner in which language proficiency acts as an element of undertaking proper evaluation. On the other hand, the questions hypothesize on the production of evaluative statements in Japanese and in English. The major objective of the report is based on the identification of the manner in which language proficiency affects the evolution and critical thinking skills of the students while conducting a research.  
The methodology that was undertaken by Manalo and Sheppard (2016) while conducting the study is primary research method, which helped the researchers in identifying the different constrains through the evaluation of the results that are achieved by the first and second year students. The dependent variables for the research are the evaluations that are made by the students of the first and second year, whereas the independent variable is the language proficiency and differentiation in the language structures between Japanese and English.  The comparison of the different outcomes that are achieved by the students through correlation and regression helped the researcher in culminating to the results and findings of an unbiased research study.  
The research findings are based on the unbiased interpretation of data and proper synthesis of the same through primary data collection procedure. It has helped the researchers in culminating into an unbiased research outcome, which emphasized on the relative differences between the actual numbers and proportions of evaluative sentences, which was produced by the students of the first, and the second year in English and Japanese. The research undertaken by Manalo and Sheppard (2016) focused on the identification of the diverse ways through which the language differences and structure affects data interpretation and evaluation undertaken by the students. The findings portrayed that the issues faced by the non- western students while evaluating English is affected through the cognitive and perceptual transitions.   
The findings of the research will be helping to identify one chief constrain that are faced by the non- western students while evaluating and interpreting information that is made available to them. As per Yang and Yang (2016), the cognitive aspects of data interpretation and identification of the major context affects the data evaluation process that is undertaken by the non- western students. It affects the critical thinking aspects of the students, which creates a gap between the data that is being presented and the manner in which it is interpreted. The findings of the research will be helping the future researchers in making a comparison between the different issues that are faced by the students while undertaking an evaluation and thereby formulate different strategies for mitigating the same. The acclaimed research will also be helping the future researchers in identifying the different prospects of undertaking the study and thereby work on the research limitations to identify the different other issues that are likely to affect the evaluation process.       
I believe that the research lacks in portraying all the relevant aspects other than language proficiency, which affects the critical thinking skills of the students. As per Vezzali et al. (2016), cognitive development and the evaluation skills of the students adds to the efficiency of the researcher while conducting an evaluation- based study.  However, Manalo and Sheppard (2016) did not mention the different other elements that might affect the proper dissemination and evaluation of the study that they might be undertaking.  On the other hand, the researcher mentioned that the changes in the language structure also bring in relevant changes in data interpretation, which affects the objectives of the study.
Manalo and Sheppard (2016), while conducting the study, aimed at examining the evidence to support either or both of the assumptions that are undertaken by the same while conducting the study. The assumptions are:
 (i) The explanation language structure and its relative impacts on the student’s critical thinking and writing,
and/or
(ii) The explanation of the language proficiency, which is reflected through the student,’s understanding of the relevant cognitive and data interpretation capabilities.
The identification of the assumptions helps in understanding the most preferable variables for undertaking the correlation and regression. It has helped the researchers in conducting an unbiased research outcome. I believe the researchers chose suitable assumptions that have helped in maintaining an unbiased research on language proficiency and its impact on the interpretation that is being undertaken by the researcher while conducting the research. The credibility of the research is based on the identification of the different constrains faced by the students while undertaking data interpretation and evaluation which affects the critical thinking capabilities of the individuals.  
Therefore, from the above discussion it can be stated that the constrains that might be faced by the non- western students while evaluating the data that is presented to the same due to lower language proficiency and differences in the language structure. The different aspects that are covered by the researchers in “How might language affect critical thinking performance?” have helped in identifying the different constrains to the CT.
References:
Benedek, M., Nordtvedt, N., Jauk, E., Koschmieder, C., Pretsch, J., Krammer, G., & Neubauer, A. C. (2016). Assessment of creativity evaluation skills: A psychometric investigation in prospective teachers. Thinking Skills and Creativity, 21, 75-84
Bensley, D. A., Rainey, C., Murtagh, M. P., Flinn, J. A., Maschiocchi, C., Bernhardt, P. C., & Kuehne, S. (2016). Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low test-taking motivation. Thinking Skills and Creativity, 21, 158-168.
Gabriel, A., Monticolo, D., Camargo, M., & Bourgault, M. (2016). Creativity support systems: A systematic mapping study. Thinking Skills and Creativity, 21, 109-122.
Manalo, E., & Sheppard, C. (2016). How might language affect critical thinking performance?. Thinking Skills and Creativity, 21, 41-49.
Mullet, D. R., Willerson, A., Lamb, K. N., & Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9-30.
O’Connor, P. J., Gardiner, E., & Watson, C. (2016). Learning to relax versus learning to ideate: Relaxation-focused creativity training benefits introverts more than extraverts. Thinking Skills and Creativity, 21, 97-108.
Pérez-Fabello, M. J., Campos, A., & Campos-Juanatey, D. (2016). Is object imagery central to artistic performance?. Thinking Skills and Creativity, 21, 67-74.
Tang, M., Werner, C., & Karwowski, M. (2016). Differences in creative mindset between Germany and Poland: The mediating effect of individualism and collectivism. Thinking Skills and Creativity, 21, 31-40.
Vezzali, L., Goc?owska, M. A., Crisp, R. J., & Stathi, S. (2016). On the relationship between cultural diversity and creativity in education: The moderating role of communal versus divisional mindset. Thinking Skills and Creativity, 21, 152-157.
Yang, H., & Yang, S. (2016). Sympathy fuels creativity: The beneficial effects of sympathy on originality. Thinking Skills and Creativity, 21, 132-143.
Zohar, A., & Cohen, A. (2016). Large scale implementation of higher order thinking (HOT) in civic education: The interplay of policy, politics, pedagogical leadership and detailed pedagogical planning. Thinking Skills and Creativity, 21, 85-96.

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