Enabling students critical thinking dispositions in hospitality financial management

References

• Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063
   Web of Science ®Google Scholar
• Aitken, N., & Pungur, L. (2005). Literature synopsis: Authentic assessment. http://education.Alberta.ca/apps/aisi/literature/pdfs/Authentic_Assessment_UofAb_UofL.PDF
   Google Scholar
• Alexakis, G., & Jiang, L. (2019). Industry competencies and the optimal hospitality management curriculum: An empirical study. Journal of Hospitality & Tourism Education, 31(4), 210–220. https://doi.org/10.1080/10963758.2019.1575748
   Web of Science ®Google Scholar
• Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39(2), 205–222. https://doi.org/10.1080/02602938.2013.819566
   Web of Science ®Google Scholar
• Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999). Conceptualizing critical thinking. Journal of Curriculum Studies, 31(3), 285–302. https://doi.org/10.1080/002202799183133
   Web of Science ®Google Scholar
• Belhassen, Y., & Caton, K. (2011). On the need for critical pedagogy in tourism education. Tourism Management, 32(6), 1389–1396. https://doi.org/10.1016/j.tourman.2011.01.014
   Web of Science ®Google Scholar
• Bezanilla, M. J., Fernández-Nogueira, D., Poblete, M., & Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking Skills and Creativity, 33, 100584. https://doi.org/10.1016/j.tsc.2019.100584
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Butler, A. M., Kwantes, C. T., & Boglarsky, C. A. (2014). The effects of self-awareness on perceptions of leadership effectiveness in the hospitality industry: A cross- cultural investigation. International Journal of Intercultural Relations, 40, 87–98. https://doi.org/10.1016/j.ijintrel.2013.12.007
   Web of Science ®Google Scholar
• Carlana, M. (2019). Implicit stereotypes: Evidence from teachers’ gender bias. The Quarterly Journal of Economics, 134(3), 1163–1224. https://doi.org/10.1093/qje/qjz008
   Web of Science ®Google Scholar
• Chen, T. L., & Shen, C. C. (2012). Today’s intern, tomorrow’s practitioner? The influence of internship programmes on students’ career development in the hospitality industry. Journal of Hospitality, Leisure, Sport & Tourism Education, 11(1), 29–40. https://doi.org/10.1016/j.jhlste.2012.02.008
   Web of Science ®Google Scholar
• Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
   Google Scholar
• Deale, C. S., Elders, E., & Jacques, P. H. (2010). The appalachian Growers’ fair: An authentic learning, community engagement, sustainable tourism project. Journal of Teaching in Travel & Tourism, 10(2), 143–162. https://doi.org/10.1080/15313221003792001
   Google Scholar
• DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: A balance of relationship and rigour. Family Medicine and Community Health, 7(2), e000057. https://doi.org/10.1136/fmch-2018-000057
   PubMed Web of Science ®Google Scholar
• Dewey, J. (1997). How we think. Courier Corporation.
   Google Scholar
• Doyle, D., & Brown, F. W. (2000). Using a business simulation to teach applied skills–the benefits and the challenges of using student teams from multiple countries. Journal of European Industrial Training, 24(6), 330–336. https://doi.org/10.1108/03090590010373316
   Google Scholar
• Elder, L. (1997). Critical thinking: The key to emotional intelligence. Journal of Developmental Education, 21(1), 40.
   Google Scholar
• Endedijk, M. D., & Vermunt, J. D. (2013). Relations between student teachers’ learning patterns and their concrete learning activities. Studies in Educational Evaluation, 39(1), 56–65. https://doi.org/10.1016/j.stueduc.2012.10.001
   Web of Science ®Google Scholar
• Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44–48.
   Web of Science ®Google Scholar
• Ennis, R. H. (1996). Critical thinking dispositions: Their nature and assessability. Informal Logic, 18(2), 165–182. https://doi.org/10.22329/il.v18i2.2378
   Google Scholar
• Ennis, R. (2011). Critical thinking: Reflection and perspective Part II. Inquiry: Critical Thinking across the Disciplines, 26(2), 5–19. doi:10.5840/inquiryctnews201126215.
   Google Scholar
• Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4
   Web of Science ®Google Scholar
• Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The Delphi Report.
   Google Scholar
• Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1–25. https://www.jstor.org/stable/27797240.
   Google Scholar
• Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relation to critical thinking skill. Informal Logic, 20(1), 61–84. https://doi.org/10.22329/il.v20i1.2254
   Google Scholar
• Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment, 2007(1), 1–23.
   Google Scholar
• Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
   Google Scholar
• Farrell, C. (2020). Do international marketing simulations provide an authentic assessment of learning? A student perspective. The International Journal of Management Education, 18(1), 100362. https://doi.org/10.1016/j.ijme.2020.100362
   Web of Science ®Google Scholar
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-–developmental inquiry. American Psychologist, 34(10), 906. https://doi.org/10.1037/0003-066X.34.10.906
   Web of Science ®Google Scholar
• Fook, C. Y., & Sidhu, G. K. (2010). Authentic assessment and pedagogical strategies in higher education. Journal of Social Sciences, 6(2), 153–161. https://doi.org/10.3844/jssp.2010.153.161
   Google Scholar
• Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101–114. https://doi.org/10.1007/s10734-016-0031-y
   Web of Science ®Google Scholar
• Giancarlo, C. A., & Facione, P. A. (2001). A look across four years at the disposition toward critical thinking among undergraduate students. The Journal of General Education, 50(1), 29–55. https://doi.org/10.1353/jge.2001.0004
   Google Scholar
• Glaser, E. (1942). An experiment in Development of critical thinking. Teachers College Record: The Voice of Scholarship in Education, 43(5), 09–410. https://doi.org/10.1177/016146814204300507
   Google Scholar
• Goh, E., & Lee, C. (2018). A workforce to be reckoned with: The emerging pivotal Generation Z hospitality workforce. International Journal of Hospitality Management, 73, 20–28. https://doi.org/10.1016/j.ijhm.2018.01.016
   Web of Science ®Google Scholar
• Goleman, D. (1998). What Makes a Leader? Superb leaders all have one thing in common: A high degree of emotional intelligence. The author explains what it is, how to recognize it, and why your company’s leaders need it. Harvard Business Review, 76, 92–105.
   Web of Science ®Google Scholar
• Goodsett, M. (2020). Best practices for teaching and assessing critical thinking in information literacy online learning objects. The Journal of Academic Librarianship, 46(5), 102163. https://doi.org/10.1016/j.acalib.2020.102163
   Web of Science ®Google Scholar
• Greenhill, V. (2010). 21st century knowledge and skills in educator preparation. Partnership for 21st century skills.
   Google Scholar
• Gulikers, J., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67–86. https://doi.org/10.1007/BF02504676
   Web of Science ®Google Scholar
• Guzzomi, A. L., Male, S. A., & Miller, K. (2017). Students’ responses to authentic assessment designed to develop commitment to performing at their best. European Journal of Engineering Education, 42(3), 219–240. https://doi.org/10.1080/03043797.2015.1121465
   Web of Science ®Google Scholar
• Hamann, K., Pollock, P. H., & Wilson, B. M. (2010). Comparing the benefits of small-group and large-class discussions. APSA 2010 Teaching & Learning Conference Paper.
   Google Scholar
• Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australasian Journal of Educational Technology, 19(1), 59–71. https://doi.org/10.14742/ajet.1701
   Google Scholar
• Herrington, J., Reeves, T. C., & Oliver, R. (2009). A practical guide to authentic e-learning. Routledge.
   Google Scholar
• Hsu, Y. C. (2021). An action research in critical thinking concept designed curriculum based on collaborative learning for engineering ethics course. Sustainability, 13(5), 2621. https://doi.org/10.3390/su13052621
   Google Scholar
• Illeris, K. (2014). Transformative Learning re-defined: As changes in elements of the identity. International Journal of Lifelong Education, 33(5), 573–586. https://doi.org/10.1080/02601370.2014.917128
   Google Scholar
• Ivie, S. D. (2001). Metaphor: A model for teaching critical thinking. Contemporary Education, 72(1), 18.
   Google Scholar
• James, L. T., & Casidy, R. (2018). Authentic assessment in business education: Its effects on student satisfaction and promoting behaviour. Studies in Higher Education, 43(3), 401–415. https://doi.org/10.1080/03075079.2016.1165659
   Web of Science ®Google Scholar
• Jiang, L., & Alexakis, G. (2017). Comparing students’ and managers’ perceptions of essential entry-level management competencies in the hospitality industry: An empirical study. Journal of Hospitality, Leisure, Sport & Tourism Education, 20, 2–46. https://doi.org/10.1016/j.jhlste.2017.01.001
   Google Scholar
• Kearney, S., Perkins, T., & Kennedy-Clark, S. (2016). Using self-and peer-assessments for summative purposes: Analysing the relative validity of the authentic assessmentSL (Authentic assessment for sustainable learning) model. Assessment & Evaluation in Higher Education, 41(6), 840–853. https://doi.org/10.1080/02602938.2015.1039484
   Web of Science ®Google Scholar
• Koc, E. (Ed.). (2019). Emotional intelligence in tourism and hospitality. CABI.
   Google Scholar
• Koc, E., & Boz, H. (2020). Development of hospitality and tourism employees’ emotional intelligence through developing their emotion recognition abilities. Journal of Hospitality Marketing & Management, 29(2), 121–138. https://doi.org/10.1080/19368623.2019.1608885
   Web of Science ®Google Scholar
• Koh, K. H. (2017). Authentic assessment. Oxford Research Encyclopedia of Education.
   Google Scholar
• Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124. https://doi.org/10.1080/13814788.2017.1375092
   PubMed Web of Science ®Google Scholar
• La Lopa, J. M. (2005). The benefits of teaching a course on hospitality and tourism sales and service via active learning. Journal of Hospitality & Tourism Education, 17(1), 39–47. https://doi.org/10.1080/10963758.2005.10696814
   Google Scholar
• Lashley, C. (1999). On making silk purses: Developing reflective practitioners in hospitality management education. International Journal of Contemporary Hospitality Management, 11(4), 180–185. https://doi.org/10.1108/09596119910263586
   Google Scholar
• Lashley, C. (2018). What to do about how to do: Reflections on the future direction of hospitality education and research. Research in Hospitality Management, 8(2), 79–84. https://doi.org/10.1080/22243534.2018.1553368
   Google Scholar
• Lipman, M. (1987). Critical thinking: What can it be? Analytic Teaching, 8(1), 5–12.
   Google Scholar
• Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative, 1(2007), 1–12.
   Google Scholar
• Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Higher Education, 9(3), 3351–33514.
   Google Scholar
• McArthur, J. (2022). Rethinking authentic assessment: work, well-being and society. Higher Education, 1–17 10.1007/s10734-022-00822-y
   PubMedGoogle Scholar
• McKee, A., Kemp, T., & Spence, G. (2012). Management: A focus on leaders. Pearson Higher Education AU.
   Google Scholar
• Medland, E. (2016). Assessment in higher education: Drivers, barriers and directions for change in the UK. Assessment & Evaluation in Higher Education, 41(1), 81–96. https://doi.org/10.1080/02602938.2014.982072
   Web of Science ®Google Scholar
• Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63. https://doi.org/10.1177/1541344603252172
   Google Scholar
• Morosan, C., Dawson, M., & Whalen, E. A. (2017). Using active learning activities to increase student outcomes in an information technology course. Journal of Hospitality & Tourism Education, 29(4), 147–157. https://doi.org/10.1080/10963758.2017.1382369
   Web of Science ®Google Scholar
• Neely, P., & Tucker, J. (2012). Using business simulations as authentic assessment tools. American Journal of Business Education, 5(4), 449–456.
   Google Scholar
• Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment. Department of Education.
   Google Scholar
• Noguera, P., Darling-Hammond, L., & Friedlaender, D. (2015). Equal opportunity for deeper learning. Jobs for the Future. Deeper Learning Research Series.
   Google Scholar
• Nyanjom, J., Goh, E., & Yang, E. C. L. (2020). Integrating authentic assessment tasks in work integrated learning hospitality internships. Journal of Vocational Education & Training, 1–23. doi:10.1080/13636820.2020.1841821.
   Google Scholar
• Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. Motivation and self-regulated Learning: Theory, Research, and Applications, 111139.
   Google Scholar
• Pang, L., Penfold, P., & Wong, S. (2010). Chinese learners’ perceptions of blended learning in a hospitality and tourism management program. Journal of Hospitality & Tourism Education, 22(1), 15–22. https://doi.org/10.1080/10963758.2010.10696965
   Google Scholar
• Park, E. L., & Choi, B. K. (2014). Transformation of classroom spaces: Traditional versus active learning classroom in colleges. Higher Education, 68(5), 749–771. https://doi.org/10.1007/s10734-014-9742-0
   Web of Science ®Google Scholar
• Paul, R. W., & Binker, A. J. A. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. In Center for critical thinking and moral critique. Sonoma State University.
   Google Scholar
• Paul, R., & Elder, L. (2001). Critical thinking: Inert information, activated ignorance, and activated knowledge. Journal of Developmental Education, 25(2), 36.
   Google Scholar
• Phan, H. P. (2010). Critical thinking as a self-regulatory process component in teaching and learning. Psicothema, 22(2), 284–292. https://reunido.uniovi.es/index.php/PST/article/view/8903.
   PubMed Web of Science ®Google Scholar
• Plotnikova, N. F., & Strukov, E. N. (2019). Integration of teamwork and critical thinking skills in the process of teaching students. Cypriot Journal of Educational Sciences, 14(1), 1–10. https://doi.org/10.18844/cjes.v14i1.4031
   Google Scholar
• Renzulli, J. S., Gentry, M., & Reis, S. M. (2003). A time and a place for authentic high-end learning. Educational Leadership, 62(1), 73–77.
   Google Scholar
• Roy, A., & Macchiette, B. (2005). Debating the issues: A tool for augmenting critical thinking skills of marketing students. Journal of Marketing Education, 27(3), 264–276. https://doi.org/10.1177/0273475305280533
   Google Scholar
• Ruhanen, L. (2006). Bridging the divide between theory and practice: Experiential learning approaches for tourism and hospitality management education. Journal of Teaching in Travel & Tourism, 5(4), 33–51. https://doi.org/10.1300/J172v05n04_03
   Google Scholar
• Rule, A. C. (2006). The components of authentic learning. Journal of Authentic Learning, 3(1), 1–10.
   Google Scholar
• Saremi, H., & Bahdori, S. (2015). The relationship between critical thinking with emotional intelligence and creativity among elementary school principals in Bojnord city, Iran. International Journal of Life Sciences, 9(6), 33–40. https://doi.org/10.3126/ijls.v9i6.12684
   Google Scholar
• Scriven, M., & Paul, R. (2004). The critical thinking community. Retrieved November, 28, 2005.
   Google Scholar
• Smith, R., Gray, J., Raymond, J., Catling-Paull, C., & Homer, C. S. (2012). Simulated learning activities: Improving midwifery students’ understanding of reflective practice. Clinical Simulation in Nursing, 8(9), e451–e457. https://doi.org/10.1016/j.ecns.2011.04.007
   Google Scholar
• Smith, W., Butcher, E., Litvin, S. W., & Frash, R. (2015). Incorporating an instructional scaffolding approach into the classroom: Teaching for authentic learning in hospitality and tourism education. Journal of Teaching in Travel & Tourism, 15(3), 264–277. https://doi.org/10.1080/15313220.2015.1059306
   Web of Science ®Google Scholar
• Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45(11), 2132–2148. https://doi.org/10.1080/03075079.2019.1582015
   Web of Science ®Google Scholar
• Stanovich, K. E., & Stanovich, P. J. (2010). A framework for critical thinking, rational thinking, and intelligence. Springer Publishing Company
   Google Scholar
• Stedman, N. L., & Andenoro, A. C. (2007). Identification of relationships between emotional intelligence skill and critical thinking disposition in undergraduate leadership students. Journal of Leadership Education, 6(1), 190–208. https://doi.org/10.12806/V6/I1/RF10
   Google Scholar
• Stone, G. A., Duffy, L. N., Pinckney, H. P., & Templeton-Bradley, R. (2017). Teaching for critical thinking: Preparing hospitality and tourism students for careers in the twenty-first century. Journal of Teaching in Travel & Tourism, 17(2), 67–84. doi:10.1080/15313220.2017.1279036.
   Web of Science ®Google Scholar
• Villaroel, V., Bloxham, S., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment : creating a blueprint for course design. Assessment and evaluation in Higher Education, 43(5), 840–854.
   Web of Science ®Google Scholar
• Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2020). Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International, 57(1), 38–49. doi:10.1080/14703297.2018.1564882.
   Web of Science ®Google Scholar
• Wiens, K. J. (2016). Leading through burnout: The influence of emotional intelligence on the ability of executive level physician leaders to cope with occupational stress and burnout. University of Pennsylvania.
   Google Scholar
• Wiggins, G. (1989). A true test: Toward more equitable and authentic assessment. Phil Delta Kappan, 70(9), 703–713. doi:10.1177/2F0031721711092.
   Web of Science ®Google Scholar
• Wu, X. V., Heng, M. A., & Wang, W. (2015). Nursing students’ experiences with the use of authentic assessment rubric and case approach in the clinical laboratories. Nurse Education Today, 35(4), 549–555. https://doi.org/10.1016/j.nedt.2014.12.009
   PubMed Web of Science ®Google Scholar
• Yan, H., & Cheung, C. (2012). What types of experiential learning activities can engage hospitality students in China? Journal of Hospitality & Tourism Education, 24(2–3), 21–27. https://doi.org/10.1080/10963758.2012.10696666
   Google Scholar
• Yuan, R., Yang, M., & Stapleton, P. (2020). Enhancing undergraduates’ critical thinking through research engagement: A practitioner research approach. Thinking Skills and Creativity, 38, 100737. https://doi.org/10.1016/j.tsc.2020.100737
   Web of Science ®Google Scholar
• Zahra, A. (2012). Learning journals leading to authentic learning in a hospitality context. Journal of Teaching in Travel & Tourism, 12(3), 277–294. https://doi.org/10.1080/15313220.2012.704256
   Google Scholar
• Zane, T. W. (2009). Performance assessment design principles gleaned from constructivist learning theory (Part 1). TechTrends, 53(1), 81–90.
   Google Scholar
• Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2(2), 173–201. https://doi.org/10.1007/BF01322178
   Web of Science ®Google Scholar
• Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.
   Google Scholar