This chapter assesses the use of a ‘critical’ approach, which guides business and management students through their research and writing journey. To be ‘critical’ is to adopt a questioning approach; this is ideally suited to the problem-solving inherent in the assignments students will tackle at university—and also to those assignments in their future work situations that need a questioning approach. The chapter begins by looking at what critical thinking entails. It then considers how a student can take an evaluative rather than descriptive approach to assignments. Finally, the chapter includes discussion about how assignments can be improved and advice on interpreting the feedback provided by lecturers.
Chapter
Developing a Critical Approach
Chapter
Reading and Searching for Information
This chapter begins with exploring how to read effectively for academic study and then looks at some of the typical sources of information available to business and management students and how to locate them. Locating information for research and assignments is an essential requirement for business and management students. Finally, the chapter covers referencing and the importance of avoiding accidentally (or deliberately) attributing the work of others as their own—the practice of ‘plagiarism’.
Chapter
Writing Essentials: Preparation, Layout, and Structure
This chapter describes the writing skills relevant to business and management students. It begins with a practitioner’s ‘insider’ view and then looks to apply this to the context of writing assignments. The chapter then looks at the essentials of correctly interpreting the assignment question and then setting about answering it in a manner that is powerful, direct, and convincing in academic terms, supported with appropriate references and examples. It highlights the importance of ensuring that the student keeps thinking about who they are writing for and the purpose of their writing. The chapter also considers various writing formats used for academic purposes, such as essays and short and long reports.
Chapter
Developing Skills for Business and Management Students
This chapter first considers the concept of graduate employability and the skills and other attributes needed to become an employable graduate. The chapter then defines skills and considers how skills can be developed and the connection between skills, knowledge and behaviours. Many business and management skills are dependent on a student's ability not only to think logically but also to use what are known as ‘multiple intelligences’. Linked to this concept is that of emotional intelligence (EI), which has been proposed as one of the key ‘must-haves’ for senior managers.
Chapter
Teamwork Skills
This chapter reviews teamwork skills relevant to business and management students. It shows how effective teams work, so that students may seek to incorporate this knowledge in their future team experience in the university and later in their career. The chapter then looks at some the theory regarding teams, including people management or organizational behaviour. It also demonstrates how working in a team improves a student's subject knowledge and skills and develops their social and personal skills. Finally, the chapter addresses two particular aspects of teamwork that will be relevant to students both at university and later in their career: conflict resolution in teams, and cultural issues.
Chapter
Presentation Skills
This chapter explores presentation skills relevant to business and management students, covering presentation design, presentation delivery, and building confidence in giving presentations. Presentation design covers areas from thinking about the purpose of the presentation to ways of designing slides for maximum impact. Presentation delivery focuses on personal performance in terms of practice, voice techniques, and body language. The final aspect, building confidence in giving presentations, is more psychological in nature; it shows how a student can influence their confidence through how he or she thinks and behaves.
