popular mba argumentative essay help

popular mba argumentative essay help

The Importance of Critical Thinking in MBA Education: An Argumentative Essay

1. Introduction to MBA Education and its Significance

Though MBA education focuses on transformational learning, intellectual nourishment, grooming professionals, enhancing creativity, promoting strategic thinking, and so on, still, there exists an elder role that could change the behavior of several professionals who seek MBA education. This role is ‘critical thinking’. Critical thinking is the first step of MBA education as an intellectual, analytical, and abstract thinking process. In addition to using this type of thinking in educational activity (education and science), it will be used clinically, i.e. in a specialized manner (in diagnostics, prevention, therapy, and rehabilitation of diseases). In business, it is an essential tool for a professional administrator. Reporting of facts is, however, insufficient. The facts collected must be evaluated, treatments or methods of investigation need to be examined, and the ultimate solution must be achieved.

Among various branches of education, Master of Business Administration, widely recognized as MBA education, has become a trend for the majority of individuals having a business mindset. It is a graduate degree pursued to create potential business professionals with advanced skills in the business area. One of the key reasons for such increasing participation in MBA education worldwide is the transformation of MBA mentality. Business professionals and academicians have realized that professionals with MBA education could change their work environment and that the program itself is likely to assist them in enhancing society. Now, employers and businesses prefer candidates with business administrative thinking (MBA education) as they are creative and can provide real or valuable solutions to business problems.

2. The Role of Critical Thinking in MBA Programs

Our MBA course is designed to develop the skills necessary to succeed in this kind of setting. The course content has been chosen to develop several critically related skills. First, the statistics and economics content is designed to help students understand the external world, through the process of reading and understanding data. This is a skill which does have some relevance in cases other than your classroom cases. The tradeoffs and habits of thought demanded by functional and integrated courses are closer to the actual decisions which many major executives make than are the often flashy, often technically dependent material found. The elective process in business education is a laboratory to teach this way of thinking.

There is much debate surrounding the value of critical thinking in an MBA education, yet little empirical evidence exists to guide instructors regarding the pedagogical utility of teaching critical thinking in MBA courses. This essay reviews what psychological and educational research has to say on this matter, arguing that students best learn to think critically by grappling with the overcoming of content that is personally unfamiliar, confounding, or distressing. In MBA education, it seems clear that content matters, and that gaining access to content is domain specific, but the practical value of critical thinking (and, conversely, the impractical utility of context-neutral “critical thinking” courses) is a matter that remains open to empirical investigation.

3. Benefits of Developing Critical Thinking Skills in MBA Students

Because the business environment is rife with problems, developing one’s capacity to think critically confers a distinct advantage. Critical thinking and strategic thinking are closely related. In a world where nothing stands still for long, you must think fluidly and be able to adapt to changing circumstances, competition, and consumer demands if you want your business to survive and thrive. The greater the change in the competitive environment, the more strategic sense a company’s leaders and managers need to make. As a result, one of the most important skills that any business executive can develop is his or her capacity for strategic analysis. Overall, cultivating critical thinking skills has significant benefits for the individual and the firm in the business world. For MBA students in particular, these benefits can be numerous. In crafting optimal MBA program curricula and career service components, business schools need to keep these advantages in mind as they help students build on their critical thinking strengths and plant the seeds for lifelong skill development. An MBA education helps to develop critical thinking skills. MBA curriculum, high-level academic programs have environments that are not only designed to serve as critical learning experiences but also explicitly encourage self-exploration, debate, and experimentation.

In an era of increasing complexity, change, competition, and uncertainty, decision-making has become an ever-more critical skill for managerial success. Justifying a decision, in effect, involves making a persuasive argument that the stated course of action is the best or the most appropriate one, in light of the circumstances. If you have not made a good argument, others won’t have the foundation for having confidence in your conclusions. An MBA education that does not provide you with the skills to think critically is an incomplete education: the absence of critical thinking skills is a deficiency. MBA programs should, therefore, explicitly aim to prepare graduates to think critically. Critical thinking is also necessary to solve problems. A problem is an issue, event, or overall set of circumstances that you encounter in your work that somehow differs from what you expected (or want). It doesn’t matter whether the impediments are practical, political, economic, or technological: they’re problems because things don’t work the way you thought they should. Critical thinking is necessary to recognize problems, to break them into their component parts, and to identify the implications of the alternatives you face.

4. Challenges and Criticisms of Emphasizing Critical Thinking in MBA Education

Another important challenge is that we are still figuring out how to teach critical thinking reasoning. As it now stands, however, educators in general and MBA departments in particular are not especially trained in how to teach critical thinking. Just as Wharton can hardly be expected to teach good management behaviors, it is not clear that we have the necessary expertise in critical thinking. Nor is there much of a disciplinary debate on how best to teach critical thinking, and MBA programs tend to proceed on the generally unfounded assumption that developing good reasoning skills is simply a matter of their being motivated to do so, simply to possess, in Jim Walsh’s phrase, “a holy ferocity.” Only once we identify criteria to teach critical thinking will this attitude begin to shift. While it is important to remember that the je ne sais quoi portion of an MBA holds some water, it is also worth remembering that the popularity of voting with one’s feet amounts to a 100% market share in the absence of serious behavioral or preference changes. This section has been primarily concerned with criticisms of the drive to develop critical thinking capacities in MBA students.

The importance of teaching critical thinking is captured in the comment that critical thinking is nothing other than good thinking. However, what sounds appealing in the abstract is difficult to bring about in practice. There are downsides to emphasizing critical thinking as well as potential objections to the emphasis on critical thinking seen in MBA programs. First, it is not as though existing courses can simply be dropped in favor of some all-inclusive critical thinking course; thus, the real issue for the incorporation of critical thinking in an MBA program is separation versus integration. While integrating critical thinking across the entire MBA curriculum better reflects the interdisciplinary nature of an MBA program, it can be especially difficult to bring about. Finally, and most problematically, the sorts of objections to integrating critical thinking among MBA students are substantial and not confined to ad hominem dismissal or hand-wringing. Some of the primary objections to be faced include those that are professional, global, local, and administrative or bureaucratic in nature.

5. Conclusion and Recommendations for Enhancing Critical Thinking in MBA Programs

Our data indicates that ‘professional-mastery’ level 2 students provide more thoughtful and deeper analysis than level 1 students or on-campus counterparts do. We predict that the most able of these distance-learning students will progress with us into year three and make the step-change to demonstrate analysis at the ‘academically-oriented’ level of the critical thinker. We have no specific evidence that suggests MBA teaching, including group work, impacts on improved critical thinking.

Critical thinking is of utmost importance in managerial decision making and has become an important criterion for hiring. Now, with training programs, most MBA programs teach critical thinking in some form, either through a dedicated ethics course or those that are clearly infused with critical thinking objectives. Requirements cover group discussions and analyses, which form the bulk of the grade. Subsequent years involve more critical thinking in the form of project work, regardless of the learning regularity required for study.

One of our recommended areas of future research, to which we hope this essay may make a contribution, is precisely ways to understand and develop these selection criteria. Given the significance of these future research suggestions, it is clear that MBA curricula could become more inclusive and effective as a result.

For example, we suggest that critical thinking skills may be purposefully honed and deliberately taught in MBA programs. We also suggest that other related elements of the curriculum, such as experiential projects, may be shaped to help students effectively apply critical thinking strategies to study professional issues in more depth. Additionally, we believe that business education and corporations may benefit if efforts to select students with this capability can be linked to generative criteria that focus on the actual processes students employ to reach conclusions and take collective actions.

This essay sets out to argue the importance of integrating critical thinking in MBA education. To accomplish this goal, we discuss the salience of critical thinking and the absence of consensus regarding what critical thinking entails. We also problematize MBA hiring and learning criteria, as well as discuss ways of teaching critical thinking in the classroom despite challenges. Based on our arguments and analysis, we make several suggestions for both practice and future research.