Enhancing Critical Thinking by Teaching Two Distinct Approaches to Management

Abstract

The authors explore the effect on students’ critical thinking of teaching only one approach to management versus teaching two approaches to management. Results from a quasiexperiment—which included a survey, interviews, and case analysis—suggest that compared with students who are taught only a conventional approach to management (which emphasizes maximizing productivity, profitability, and competitiveness), students who are taught a conventional and an alternative approach (which seeks to balance multiple forms of well-being for multiple stakeholders) exhibit enhanced critical thinking. Implications for management education are discussed.