Developing Critical Thinking Skills by Using Hybrid Pedagogy in International Marketing Strategy Course

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1 Developing Critical Thinking Skills by Using Hybrid Pedagogy in International Marketing Strategy Course XI Hongmei Management School, Shanghai Institute of Foreign Trade, P.R. China Abstract: Business school students should possess the insights and critical thinking skills, and be able to make decisions in uncertain times. This article examines hybrid pedagogy which combines case analysis with case writing to teach International Marketing Strategy course for undergraduate students so as to develop student capabilities of problem identification, analysis, problem solving, synthesis, evaluation and decision making in uncertainty. The evidence shows that the hybrid pedagogy enriches student learning experience, while improving student s critical thinking skills. Key words: Critical thinking, Hybrid pedagogy, Case writing 1 Introduction Today s marketing students encounter a business world requiring flexibility in the face of challenges and opportunities. Globalization, technological advances, competitive assaults, and social and cultural shifts have contributed to rapid change in many industries (Ackerman, Gross, and Perner 2003). Uncertainty is a key characteristic of many markets (Courtney, Kirkland, and Viguerie 1997). In this backdrop, students must learn to engage in critical thinking. They must be not only armed with knowledge, but also with independent thinking abilities so they can make decisions in uncertainty. Employers complain that business school graduates lack the ability to identify problems, to seek information, to apply and integrate the vast and diverse information, and to identify solutions in a holistic and integrated manner (Wee, Kek, and Kelley 2003). Ennis (1985) defines critical thinking as reasonable and reflective thinking focused on deciding what to believe or do. He breaks up critical thinking into dispositions and abilities. Dispositions include such things as being open-minded, paying attention to the total situation, seeking reasons, and trying to be well-informed. The abilities that are constitutive of critical thinking are clarity related abilities, inference-related abilities, abilities related to establishing a sound basis for inference, and abilities involved in going about decision making in an orderly and useful way (ibid). In reasonably and reflectively going about deciding what to believe or do, a person characteristically needs to do most of these things: judge the credibility of source; identify conclusions, reasons, and assumptions; judge the quality of an argument, including the acceptability of its reasons, assumptions, and evidence; develop and defend a position on an issue; ask appropriate clarifying questions; plan experiments and judge experimental designs; be open-minded; try to be well informed; draw conclusions when warranted, but with caution (Ennis 1993). To enhance critical thinking in marketing education, Roy and Macchiette (2005) adopts debating teaching method. The process involves discussing opposing points of view by engaging in argument. It is a contest of argumentation in which two opposing teams defend and attack a given proposition. Debate requires and develops many of the same skills inherent in critical thinking. These skills include identification of pertinent ideas and factors, evaluating research and evidence, reasoning and recognizing fallacious vulnerabilities, communicating with impact, and attentive listening. Klebba and Hamilton (2007) explore structured case analysis which integrates a multilevel incremental learning process into case analysis. The method lends itself to the development of critical thinking skills such as analysis, application, synthesis and evaluation. Wee, Kek and Kelley (2003) transform the marketing curriculum using problem-based learning, by which problems are used to encourage students to learn to think, to acquire knowledge, and to frame and solve problems. Forman (2006) incorporates a case-writing assignment in an MBA curriculum and integrates it with the traditional case-study methodology so that students experience real-world issues on a real-time basis and apply knowledge to 469

2 real problem solving. All these methods reflect shift of marketing education emphasis from passive learning to active learning. The differences in emphases between the traditional and critical classroom are illustrated in table 1(Catterall, Maclaran and Stevens 2002) Table 1 Comparison of Emphases in the Traditional and Critical Classrooms Traditional Classroom Critical Classroom Content-based learning Process-based learning Passive learning by listening and reading Active learning by doing and application Learning models and techniques Models and techniques subject to critical scrutiny Teachers and marketing literature are the sources of knowledge Knowledge remade by students through reflection and practice Abstracted knowledge Personalizing knowledge Traditional teaching method of lecturing has its disadvantage in developing student critical thinking skills. Traditional lecturing method keeps students busy with remembering what is said in textbooks and what is said by their teachers in classes. As a result, students become less independent in thinking. To change the situation, a hybrid method that combines case analysis with case writing is introduced in teaching an International Marketing Strategy course. With this pedagogical approach, students write cases about real marketing challenges within existing companies. When the real cases are finalized, students present case analysis with company representatives present in the classroom. The purpose of this article is to draw attention to the hybrid pedagogy that helps build students critical thinking skills. The rest of the article is organized as follows. First a discussion of the course objectives of International Marketing Strategy is presented. This is followed by case teaching method, where case writing activities are illustrated. Finally conclusions are drawn. 2 The Course Learning Objectives The course objective of International Marketing Strategy is to develop student sensitivity to business world issues, and ability to make decisions in uncertainty. The pre-requisite courses of International Marketing Strategy are Principles of Marketing and International Marketing. The course adopts case study method, and at the same time integrates case writing assignment. Teaching with cases is a time-honored method in management and business education because of its focus on real-world problems and its critical reasoning challenge. The effectiveness of case teaching method depends on instructor s ability to design questions that allow student full participation in classroom discussion. Students learn how to analyze, to make assumptions, to provide solutions, to evaluate each alternative, and finally to design an implementation plan. This incremental critical thinking method matches Bloom s taxonomy of educational objectives (Bloom 1956) very much. The cases used for the course of International Marketing Strategy were directly ordered from Richard Ivey School of Business and mainly focused on marketing issues facing multinational companies in China, and also marketing issues facing local companies in a global context. The marketing issues can be divided into following categories: strategic marketing planning, STP (segmentation, targeting and positioning) strategy and marketing mix strategies. The course contains 34 teaching hours. The teaching objectives are as follows: To give students some good experience in applying marketing concepts and principles to real situationto help students to reason better through the use of the problem solving approach To teach students how to apply specific skills and techniques To show students the important difference between organizing facts and interpreting the facts in the form of relevant conclusions To give student the opportunity to evaluate and interpret quantitative data that they would be exposed to in an actual business situation To improve students communication skills, oral and written in English To assist students in identifying key problems and in differentiating between symptoms and problems 470

3 To show students the importance of implementation as a necessary extension to sound decision making The course divides into two phases: case analysis and case writing. Teaching objectives, contents and teaching approaches are illustrated in table 2. Teaching objective Teaching content Teaching approach Table 2 Teaching Objective, Content and Method of Each Phase Phase 1 Case Analysis Phase 2 Case writing Use of case analysis framework to improve problem solving skills Identify issues, make assumptions, generate alternatives, evaluate each alternatives, design an action plan Case analysis and discussion Real-world experience, problem identification and problem solving Identify issues, collect and process information, design an interview plan, communicate effectively Case writing,case writing evaluation,student presentation 3 Case Analysis Decision-making skills are emphasized during the case analysis phase. Students are encouraged to demonstrate better reasoning skills, to make reasonable assumptions, to present their ideas convincingly, and to be able to make decisions in uncertainty. The decision-making process includes: (1) analyzing the situation, (2) establishing the decision problem, (3) forming decision criteria, (4) generating alternative solutions, (5) evaluating alternatives, (6) making recommendation, and (7)identifying implementation issues. There are some critical factors that must be kept in mind when adopting a case teaching method to undergraduates. They are as follows. 3.1 Case selection Cases used should not only meet with teaching objectives, but also arouse students interest. In terms of teaching objectives, the cases are arranged in the way that follows the marketing strategy framework. The degree of analytical difficulty increases gradually so that students can meet with challenges with confidence. To arouse students interest, the cases should sound familiar to students in terms of company name, company location, products offered by the company, brand name and decision maker. The familiarity encourages students involved in case discussion especially for undergraduate students. 3.2 Questioning, listening and responding Questioning, listening and responding are three basic skills that case instructors should possess. By questioning, instructors push students to think deep and discover what is hidden behind the complex situation facing a company. Listening is kind of art. Garvin (2008) says, as a discussion teacher, he tries to listen at four levels. First he listens for what is said. Second he listens for how things are said. Third he listens for what is left unsaid. And finally he listens for disconnects. When students speak, there are always emotional undercurrents. Sometimes the voice is tentative. Sometimes the voice is very strong. Sometimes there is lack of energy in the comments. Sometimes there is tremendous dynamism in the debate. When discussion hit an emotional current, instructors ride it and the class tends to take off. In terms of responding, most instructors assume they have to answer with a strong critical comment, or a strong supportive comment. However, sometimes the best response is silent, or a physical gesture. Case study is a kind of adventure which is accompanied by risks. To encourage students to take risks, instructors must let students know that risk taking actions will gain positive response from the instructors. 3.3 Establish communication channel In case discussion class there are typically two kinds of students whose behavior may have of little value to class discussion. The first kind of student is talkative and uses too much class time. The second kind 471

4 of student speaks too few words, because they are afraid of being wrong. To help them improve their behavior in classroom, instructors need to establish communication channels outside of classroom through or face to face talk. 3.4 Assess student participation Student performance is assessed on the basis of learning willingness, learning courage, learning ability. Class participation is heavily emphasized. When evaluating student s contribution to class discussion, instructor not only evaluates him or her on how often he or she speaks in class, but also whether he or she is able to make comment on other participants opinion, to discover hidden information, to identify issues facing the company by reading exhibits, and to make reasonable assumptions. In the middle of the semester, the instructor gives students feedback on their performance and recommendations for their improvement in the remaining semester. 4 Case Writing Case writing can fully develop students critical thinking skills through problem identification, information search, information process and communication. After students have practiced certain amount of case analysis, they become familiar with case format. Then the instructor guides students to implement case writing assignment. The assignment is team-based. Each team consists of five students. Organizations are selected by students themselves or offered by the university. Students go to interview organization, collect information and identify marketing issues. The instructor supervises the case writing process. When conducting case writing, students, like consultants, interview key marketing and other organizational individuals involved with the specified challenges. In doing so, they have an opportunity to develop a richer understanding of existing problems and the subtle organizational and inter-organizational nuances associated with implementing marketing strategies (Forman 2006). 4.1 Case writing activities Case writing requires both efforts from instructors and students. First, instructors themselves should be experienced in case writing. Fortunately, I am familiar with case writing process under the direct instruction of Professor Kathleen Slaughter and Professor James Erskine from Richard Ivey School of Business. The two professors were invited to conduct case teaching and writing workshops at our school in 2002 and in Second, students have been exposed to case teaching method in major marketing courses and understood what a case is like. Take my class of International Marketing Strategy as an example. The course takes 17 weeks, with 90 minutes per week. The first seven weeks of the course involve in case study using case analysis framework. From the eighth week the remaining time is devoted to case writing. The case writing schedule is shown in table 3. Table 3 Case Writing Schedule Week Instructor Students 8 Introduces case writing process Trains students to conduct interview 9 Presents case focus choice, action trigger Discusses the case s opening paragraph 10 Reviews the opening paragraph Ask teams to read each other s Read the texts Writing Cases and Learning With Cases written by Leenders, Mauffette-Leenders, and Erskine Pick an organization they like to work with for the case writing Prepare an initial case writing interview and write down questions for contact person Conduct field research Determine the decision phase they would prefer to set the opening paragraph Write the opening paragraph Revise the opening paragraph 472

5 opening paragraph and use the opening paragraph checklist to review it Shows how to outline the case by subtitles Works with individual teams as needed 15 Reviews the first draft Asks teams to read each other s first draft and make recommendations for improvement Invite the companies representatives to observe student case presentation Work on case body Identify data requirements identification Conduct field work to gather additional information Write first draft Revise the case Editor the case Present the written cases Answer the questions raised by other team members and company representatives Prior to case writing, students are recommended to read the book Writing Cases written by Leenders & Erskine (2001). The opening paragraph is very important because it is the lens to the case. It should contain the right kind of information so that the case reader will recognize whose role it is to assume; what the nature of the decision or problem is; when the case takes place, where, and in what type of organization. Thus armed, the case reader can now read the remainder of the case with a focused perspective. When the opening paragraph is approved by the instructor, the students go on writing the remaining part of the case. The instructor monitors their progress in class and offers guidance for their writing on a continual basis. After the case is finalized, each group is required to give an oral presentation of the case analysis with company representatives present in the classroom. 4.2 The results from hybrid approach of case study The evidence shows that students favor the hybrid approach that combines case analysis with case writing. The benefits they gain from this approach are: field research helps them to understand the real world issues facing the company; skills in information search and processing are strengthened; team work skills are enhanced; and finally problem-solving skills are improved. Because of frequent contacts with organizations on which the cases are developed, the decision makers are impressed with the students skills in communication and syntheses. Some companies even kept job opportunities available for the students. The students happily accepted jobs offered by these organizations after their graduation. 4.3 Suggestions for hybrid teaching approach It s impossible to write a case without the cooperation from the companies. Before students approach the organization for which they are going to write a case, the instructor should pay a visit to the organization and make sure the organization is committed and willing to cooperate. And at the same time the instructor should let the organization know what to do. Because there will be many questions related to organizational operations, strategies, cost, pricing, or other sensitive data, the more levels of management that support the project, the better. Organizations need to understand that the more information they are willing to pass along to the students, the more likely those viable solutions will result from the case analyses (Forman 2006). The hybrid teaching approach is best used for senior undergraduates when they have studied courses including marketing, management, accounting and finance so that they can integrate these knowledge in case writing. Effectiveness of case writing method is affected by class size. Ideally class size of 30 students works well. A class any larger would lead to limited amount of guidance that the instructor can offer to each team. 5 Conclusion 473

6 The task of business school is to develop business leaders and managers. Therefore, the focus of business education should be on critical thinking development, rather than knowledge transfer. The hybrid approach that combines case analysis and case writing not only enriches students learning experience, but also encourages students to think critically and act decisively. The teaching method used in International Marketing Strategy allows students to integrate their knowledge related to marketing, management, accounting and finance to solve real-world issues, and sharpen their decision making skills in uncertainty. References [1]Abhijit Roy and Bart Macchiette. Debating the Issues: A Tool for Augmenting Critical Thinking Skills of Marketing Students. Journal of Marketing Education, 2005, 27(3): 264~276 [2]Bloom, B., Englehart,M., Furst, E., Hill, W.,& Krathwohl, D. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain. New York: Longman, Green and Company, 1956 [3]Courtney, Hugh, Jane Kirkland, and Patrick Viguerie. Strategy under Uncertainty. Harvard Business Review, 1997(6): 67~79. [4]David A. Garvin. Questioning, Listening, and Responding. Harvard Business School, Participant-Centered Learning and the Case Method: [accessed 2 December 2008]. [5]David s. Ackerman, Barbare L. Gross, and Lars Perner. Instructor, Student, and Employer Perceptions on Preparing Marketing Students for Changing Business Landscapes. Journal of Marketing Education, 2003, 5(1): 46~56. [6]Howard Forman. Participative Case Studies: Integrating Case Writing and a Traditional Case Study Approach in a Marketing Context. Journal of Marketing Education, 2006,28(2): 106~113. [7]Joanne M. Klebba and Janet G. Hamilton. Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course. Journal of Marketing Education, 2007, 29(2): 132~139. [8]Lynda Keng-Neo Wee, Megan Alexandria Yih-Chyn Kek, and Craig A. Kelley. Transforming the Marketing Curriculum Using Problem-Based Learning: A Case Study. Journal of Marketing Education, 200, 25(2): 150~162. [9]Michiel R. Leenders, Louise A. Mauffette-Leenders and James A. Erskine. Writing Cases. (4th.ed)Ivey Publishing, 2001 [10]Miriam Catterall, Pauline Maclaran, and Lorna Stevens. Critical Reflection in the Marketing Curriculum. Journal of Marketing Education, 2002, 24(3): 184~192. [11]Robert H. Ennis. A Logical Basis for Measuring Critical Thinking Skills. Educational Leadership, 1985 (10): 44~48. [12] Robert H. Ennis. Critical Thinking Assessment. Theory into Practice, 1993, 32(3): 179~186 Acknowledgement This paper is supported by Leading Academic Discipline Project of Shanghai Municipal Education Commission, China. Project Number:J