การคิดเชิงวิเคราะห์สำหรับการตัดสินใจทางธุรกิจ
Critical Thinking for Business Decision
Objectives of the Course
. students will learn basic logic and be able to apply that knowledge to construct and deconstruct
arguments
2. students will learn specific terms/tools/language that will allow us to identify arguments and make
determinations about those arguments.
3. Students will learn how to apply the skills gained in this class to make better decisions concer
. students will learn basic logic and be able to apply that knowledge to construct and deconstruct
arguments
2. students will learn specific terms/tools/language that will allow us to identify arguments and make
determinations about those arguments.
3. Students will learn how to apply the skills gained in this class to make better decisions concer
Reasons for Course Development/Modification
Not applicable
Not applicable
Course Description
This course will cover the knowledge and skills necessary to develop informed opinions about management issues, and to be able to argue in support of decisions resulting thereof. Students will, at the same time, learn to analyze ideas and arguments that may challenge their held opinions and beliefs, thus leading to a broader perspective in the students’ thinking
This course will cover the knowledge and skills necessary to develop informed opinions about management issues, and to be able to argue in support of decisions resulting thereof. Students will, at the same time, learn to analyze ideas and arguments that may challenge their held opinions and beliefs, thus leading to a broader perspective in the students’ thinking
45 hours
1.1 Learning outcome of ethics
Students can cope with ethics problems and use professional judgment on values and others’ feelings, basic values and professional ethics. They express their ethical behavior, such as their discipline, responsibility, honesty, and sacrifice. They are good models, understand others and global change, etc.
1. They are faithful to duty, to themselves and to others. They do not take any advantage from others, and they are responsible for public.
2. They are grateful, sacrifice, patient and attempt.
3. They are self – sufficiency life, reasonable thinking and life immunization.
4. They respect to the rules, regulations of organizations and societies. 5. They are consciousness and conscience to distinguish the correctness goodness and badness.
Students can cope with ethics problems and use professional judgment on values and others’ feelings, basic values and professional ethics. They express their ethical behavior, such as their discipline, responsibility, honesty, and sacrifice. They are good models, understand others and global change, etc.
1. They are faithful to duty, to themselves and to others. They do not take any advantage from others, and they are responsible for public.
2. They are grateful, sacrifice, patient and attempt.
3. They are self – sufficiency life, reasonable thinking and life immunization.
4. They respect to the rules, regulations of organizations and societies. 5. They are consciousness and conscience to distinguish the correctness goodness and badness.
1.1 Teaching strategies to improve ethics learning
1. Students are cultivated their discipline to attend classes on time, suitable dress up as the regulations of the university.
2. Students are set into small groups which emphasized on participation and express their opinion.
3. Students join the activities to promote their virtue and morality. 4. Students are praised to be good models when they are honest.
5. The rules are set to punish the students who cheat exams.
6. The activities are promoted for students to sacrifice themselves to the public.
1. Students are cultivated their discipline to attend classes on time, suitable dress up as the regulations of the university.
2. Students are set into small groups which emphasized on participation and express their opinion.
3. Students join the activities to promote their virtue and morality. 4. Students are praised to be good models when they are honest.
5. The rules are set to punish the students who cheat exams.
6. The activities are promoted for students to sacrifice themselves to the public.
Strategies of Evaluation for moral learning outcomes.
1. Students are assessed their attending classes and submitting papers on time and participating in activities.
2. Students are assessed their discipline and readiness to participate in extra course activities.
3. A number of fraud in the examinations
4. Students are assessed their duties and responsibilities as assigned.
1. Students are assessed their attending classes and submitting papers on time and participating in activities.
2. Students are assessed their discipline and readiness to participate in extra course activities.
3. A number of fraud in the examinations
4. Students are assessed their duties and responsibilities as assigned.
2.1 Learning outcomes and knowledge
1. Students have knowledge and understanding strands of courses which is the significant foundation in business administration. Those are covered comprehensive accounting, economics and law, liberal arts and sciences.
2. Students have knowledge and understanding the strands of courses covered in business administration, finance, manufacturing, marketing and operations including the organization management and human resources.
3. Students have knowledge and understanding the strands of essential business process planning, controlling and evaluation the performance outcomes and improving plans.
4. Students have knowledge of academic and business professional advancement including their knowledge and understanding of the changing situations and impact cases.
1. Students have knowledge and understanding strands of courses which is the significant foundation in business administration. Those are covered comprehensive accounting, economics and law, liberal arts and sciences.
2. Students have knowledge and understanding the strands of courses covered in business administration, finance, manufacturing, marketing and operations including the organization management and human resources.
3. Students have knowledge and understanding the strands of essential business process planning, controlling and evaluation the performance outcomes and improving plans.
4. Students have knowledge of academic and business professional advancement including their knowledge and understanding of the changing situations and impact cases.
Teaching strategies to develop learning skills on knowledge
1. Instructors use variety teaching formats as the differentiate contents of the courses by focusing on theoretical and practical knowledge to achieve the body of knowledge.
2. Students center activities are provided in learning and teaching.
3. Assigned projects, reports and presentation in the classes.
4. All students learn through hands-on experience from the enterprises by passing experience training from cooperative education or directly training.
1. Instructors use variety teaching formats as the differentiate contents of the courses by focusing on theoretical and practical knowledge to achieve the body of knowledge.
2. Students center activities are provided in learning and teaching.
3. Assigned projects, reports and presentation in the classes.
4. All students learn through hands-on experience from the enterprises by passing experience training from cooperative education or directly training.
Evaluation Strategies
1. The subtests
2. The mid-term tests and final tests
3. Assessment the reports done by students
4. Assessment of business plans or programs proposals
5. Assessment of report presentation in classes
6. Assessment of cooperative education courses
1. The subtests
2. The mid-term tests and final tests
3. Assessment the reports done by students
4. Assessment of business plans or programs proposals
5. Assessment of report presentation in classes
6. Assessment of cooperative education courses
Learning outcomes of intellectual skills
1. Be creative thinking, further study from pre- knowledge, integrate knowledge in the fields of courses and experience to do the innovation activities or approach to new administration.
2. Search for data classification and analysis to get useful information solving and make decisions suitably
3. Can think new methods, including analysis and choose alternatives and impacts in all aspects by applying from their knowledge and experiences.
4. Courage to make decisions from alternative choices those consisted of the situation.
1. Be creative thinking, further study from pre- knowledge, integrate knowledge in the fields of courses and experience to do the innovation activities or approach to new administration.
2. Search for data classification and analysis to get useful information solving and make decisions suitably
3. Can think new methods, including analysis and choose alternatives and impacts in all aspects by applying from their knowledge and experiences.
4. Courage to make decisions from alternative choices those consisted of the situation.
Strategies of Teaching to develop learning cognitive skills
1. Case studies of management, projects, research, and the students’ plan to work as teams.
2. Use the enterprises to be the actual practice.
3. Discussion to summarize the results of case study and problems including proposing the methods of solutions.
4. Focus on science and arts including the format of presentation, And students are provided to do practical presentations.
1. Case studies of management, projects, research, and the students’ plan to work as teams.
2. Use the enterprises to be the actual practice.
3. Discussion to summarize the results of case study and problems including proposing the methods of solutions.
4. Focus on science and arts including the format of presentation, And students are provided to do practical presentations.
Strategies of evaluation of learning outcomes of intellectual skills
1. Assessment report of the research and projects by students’ presentations and reports.
2. Evaluation from case studies or simulations
3. Evaluation from products and the performance of students
1. Assessment report of the research and projects by students’ presentations and reports.
2. Evaluation from case studies or simulations
3. Evaluation from products and the performance of students
Learning outcomes from the relationship between interpersonal skills and responsibility.
1. They have the ability to coordinate, relationship and establish good relationship with others by using basic psychologically understanding on the differentiate of stakeholders. 2. They have the ability to work in teams, coordination, assignment the roles, duties and responsibilities including assistance and facilitating to co-workers. Those are expressed of their leadership and responsibility.
3. They have their enthusiasm and the ability to work responsibly with others. 4. They accept and respect others’ ideas as well as can be followers suitably in some situations.
5. They have their ability to present new initiative ideas that may be creative differences from others.
1. They have the ability to coordinate, relationship and establish good relationship with others by using basic psychologically understanding on the differentiate of stakeholders. 2. They have the ability to work in teams, coordination, assignment the roles, duties and responsibilities including assistance and facilitating to co-workers. Those are expressed of their leadership and responsibility.
3. They have their enthusiasm and the ability to work responsibly with others. 4. They accept and respect others’ ideas as well as can be followers suitably in some situations.
5. They have their ability to present new initiative ideas that may be creative differences from others.
Strategies of Evaluation on learning outcomes on interpersonal relationships and responsibilities
1. They are assigned tasks that required contact and coordination with others both within and outside the institution. 2. They are assigned tasks that required interpersonal communicative skills both within and external the institution. 3. They are assigned tasks that required brainstorming and working together. 4. There are activities to enhance their human relationship such as the recognition of the outstanding students
1. They are assigned tasks that required contact and coordination with others both within and outside the institution. 2. They are assigned tasks that required interpersonal communicative skills both within and external the institution. 3. They are assigned tasks that required brainstorming and working together. 4. There are activities to enhance their human relationship such as the recognition of the outstanding students
Strategies of Evaluation on learning outcomes on interpersonal relations and responsibilities
1. Assessment of the students’ behavior in group activities.
2. Assessment the products of both an individual student and groups.
3. Co-assessment products both instructors and students.
1. Assessment of the students’ behavior in group activities.
2. Assessment the products of both an individual student and groups.
3. Co-assessment products both instructors and students.
Learning outcomes of numerical analysis skills, learning skills,
communication and technology information.
1. They have the ability to apply of mathematics principles, statistics and analysis in quantitative analysis for making business decisions. 2. They have the ability to communicate in Thai and English effectively.
3. They have the ability to use basic computer programs and information
communications and technology systems those are necessary for operations. 4. They can communicate to explain and build understanding correctly in
both of the written form reports and oral presentations.
5. They can communicate with a reliable personality, and they are able to choose the form of media, methods and techniques appropriately relating to the groups of people having basic and different ideas.
6. They can apply technology as a tool to support operations and realize limitations of technology.
7. They can use communication technology networks for improving its efficiency and operations.
communication and technology information.
1. They have the ability to apply of mathematics principles, statistics and analysis in quantitative analysis for making business decisions. 2. They have the ability to communicate in Thai and English effectively.
3. They have the ability to use basic computer programs and information
communications and technology systems those are necessary for operations. 4. They can communicate to explain and build understanding correctly in
both of the written form reports and oral presentations.
5. They can communicate with a reliable personality, and they are able to choose the form of media, methods and techniques appropriately relating to the groups of people having basic and different ideas.
6. They can apply technology as a tool to support operations and realize limitations of technology.
7. They can use communication technology networks for improving its efficiency and operations.
Strategies of Teaching to develop learning skills on numerical analysis communication and information technology.
1. There are activities in learning courses for students to analyze simulations or scenarios and present appropriate solutions.
2. Students to learn technical applications, analysis data for the decision making on different situations.
3. There is the presentation with information communication technology.
1. There are activities in learning courses for students to analyze simulations or scenarios and present appropriate solutions.
2. Students to learn technical applications, analysis data for the decision making on different situations.
3. There is the presentation with information communication technology.
Strategies of evaluation learning outcome on numerical analysis communication and information technology.
1. Assessment from students’ products /activities relating to numerical analysis. 2. Assessment from the individual student’s searching from information communication technology. 3. Assessment from students’ language communicative skills and presentation in classes.
1. Assessment from students’ products /activities relating to numerical analysis. 2. Assessment from the individual student’s searching from information communication technology. 3. Assessment from students’ language communicative skills and presentation in classes.
Learning Outcomes
Evaluation Methods
Week
Proportion of Evaluation (%)
1.2, 1.3
Attendance/ in-class activities
Weekly
20% 3.1, 3.2 Debates 15, 16 20% 2.3 Midterm Exam 8 30% 2.3 Final Exam 17 30%
Attendance/ in-class activities
Weekly
20% 3.1, 3.2 Debates 15, 16 20% 2.3 Midterm Exam 8 30% 2.3 Final Exam 17 30%
| กิจกรรมที่ | ผลการเรียนรู้ * | วิธีการประเมินผลนักศึกษา | สัปดาห์ที่ประเมิน | สัดส่วนของการประเมินผล |
|---|---|---|---|---|
| 1 | Week Topics No. of Hours Teaching & Learning Activities, Instructional Media (If any) Faculty Member(s) 1 Course syllabus, introduction 3 From textbook Curtis Fry 2 Analyzing and evaluating thinking in corporate and organizational life 3 From textbook Curtis Fry 3 Critical Thinking and incremental improvement And obstacles to critical thinking 3 From textbook Curtis Fry 4 Questioning organizational realities The power of sound thinking 3 From textbook Curtis Fry 5 The power and limits of professional knowledge 3 From textbook Curtis Fry 6 True and false loyalty to a profession 3 From textbook Curtis Fry 7 The ideals of science, social science, economics, arts and humanities 3 From textbook Curtis Fry 8 Midterm Curtis Fry 9 Strategic thinking 3 From textbook Curtis Fry 10 Components of strategic thinking 3 From textbook Curtis Fry 11 assessing quality of thinking 3 From textbook Curtis Fry 12 Default mechanism of egocentrism 3 From textbook Curtis Fry 13 Developing rationality 3 From textbook Curtis Fry 14 Practice Evaluating premises 3 From textbook Curtis Fry 15 Student Debates 3 From textbook Curtis Fry 16 Student Debates 3 From textbook Curtis Fry 17 Final |
Main Texts and Teaching Materials
Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life
Richard W. Paul, Linda Elder Chapters 13,14,15, and 16
Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life
Richard W. Paul, Linda Elder Chapters 13,14,15, and 16
Essential Teaching Resources (Books, journals, websites and other documents essential for additional reading)
Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life
Richard W. Paul, Linda Elder Chapters 13,14,15, and 16
Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life
Richard W. Paul, Linda Elder Chapters 13,14,15, and 16
Recommended Teaching Resources (Books, journals, websites and other documents recommended for additional reading)
Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life
Richard W. Paul, Linda Elder Chapters 13,14,15, and 16
Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life
Richard W. Paul, Linda Elder Chapters 13,14,15, and 16
Student feedback
Student feedback, discussions with colleagues
reading, attending seminars
working to maintain open, honest communication with students