Teaching and Learning Strategies:
Cognitive (Thinking) Skills
The most important intellectual skills developed in the programme are:
- the capacity to identify different perspectives, theories and models potentially relevant to different subject matter and to appraise their strengths and weaknesses
- the capacity to apply theories, models and analytical techniques derived from the core courses to a range of situations and problems
- the discrimination to choose appropriate techniques and models applicable to a given subject matter or area of application
- the reflectiveness to be aware of the operation of preconceptions and assumptions built into theories and models and to be self aware concerning the investigator’s own motivation
- the capacity to be aware of the limitations of existing knowledge and understanding and to recognise the relevance of developing new approaches to situations and problems
- the facility to be able to choose appropriate research techniques and to collect new data – or re-analyse existing data in ways that do or do not confirm the applicability of selected modes of analysis
- the capacity to formulate persuasive solutions to problems that take into account the range of views of organisational stakeholders
Associated Teaching, Learning and Assessment Strategies
The development of cognitive skills are the most important feature of this programme and they are developed continuously through all teaching and learning situations.
There is an emphasis in this programme on considering different models, theories and techniques as an aspect of teaching – and as an aid to learning in all of its modes of delivery. The plenary lectures associated with the core courses concentrate on clarifying the main modes of analysis in particular areas of study.
Consolidation learning concerning theories and models is secured through gaining familiarity with ideas in plenary sessions and through supervised written work. From such supporting work students gain the capacity for handling different approaches to their subject matter with confidence and facility. Further consolidation of learning is achieved through practical exercises including the dissertation project.
Taught units concerned with research methodologies and techniques provide key aspects of self-reflectiveness and the techniques with which to seek additional data to use in refining understanding of problems and producing solutions.
Supervised written work contains content that compares and contrasts alternative ways of analysing organisations and of diagnosing their problems. The programme builds cognitive skills that are tested and applied in practical applications by examination and in the project dissertation.
