Raising Critical Consciousness

Bathild "June" Convington: Business Undergraduate Courses

setting

I plan to implement a new strategy in all three of my undergraduate courses for Spring 2022 to nurture equitable opportunities for student success. I will be applying several techniques I learned in the Critical Consciousness FLC I participated in during Fall 2021 semester.

  • In my MGMT 303 Survey of Management course I plan to implement a strategy similar to the one in my 447 course.

  • In my MGMT 443 Org Design and Change course I am currently preparing an activity through C.O.I.L. with a professor in Venezuela where our students will work together for a four-week period. The professor and I are exploring many equity opportunities as we design that multi-national activity.

  • In this portfolio I am going to provide an overview for the planned strategy for my MGMT 447 Leadership and Motivation.

Successes and Challenges

What resources, policies, and co-conspirators do you believe are already available to support your plan?

The resources, policies, and co-conspirators I believe are already available to support my plan are primarily the Faculty Development team at Chico State and an independent study group I have belonged to for several years where we explore neuroscience and what new findings are applicable to teaching and coaching.

The challenges I anticipate are primarily related to the amount of time it is going to take to make all these modifications and additions to the courses. I believe the potential value to the students is well worth the time and effort.

IMPLEMENTATION

I plan to continue to build equitable opportunities using a systems perspective and reflecting on the three homework activities from the FLC: areas of power; social identity and mapping and positionality; an approach to humility, compassion, and belonging as shown below in figures above.

To implement this in MGMT 447 I am adding two more steps in the Future Challenges Project (FCP) component of the course. In those steps I will incorporate activities in the three categories of the homework, being careful not to share or refer to anything that is marked not to share or distribute. I am also going to emphasize these in redesigned chapter overviews delivered in mini-lecture format,

In terms of planning and resources I will focus on revising the chapter overviews and develop the two new assessments in the FCP process. Because this will be the first semester implementing these changes, I will need to allow for extra time to adjust as the students work through the activities. I should be able to find the resources I need through the library and the resources from various FLCs and other trainings.

My rational for choosing and implementing this strategy is based on the existing strength of the course and the high level of student engagement in the FCP process.

Resources

The following resource is an example of an in-class activity I use in MGMT-447 that I will modify to support the redesign of the course.

MGMT-447 Leadership and Motivation – In-class activity

Resource: Markus C. Hasel, Steven L. Grover, (2017) "An integrative model of trust and leadership", Leadership & Organization Development Journal, Vol. 38 Issue: 6, pp.849-867, https://doi.org/10.1108/ LODJ-12-2015-0293

15 minutes: On your own, read the abstract, introduction, and discussion section.

30 minutes: In your teams, share your notes, and discuss your differing assumptions and perceptions on the material. Working together, prepare a three-minute presentation on the article content that you will deliver in class tonight. Each team member will speak on one part of the presentation you prepare. You can divide the presentation responsibilities in any way that makes sense for the material you put together.

20 minutes: Each team will deliver their presentation.

NOTE: Keep this article and your notes. We are going to continue to explore this article for the next several weeks.

NEXT STEPS

I will use a metacognitive approach to assess the success of the changes. I explored metacognition for a course component I developed after the pandemic hit that I named “You Decide Your Ride” where the students assess various MOIs and identify what works and doesn’t work for them. It is interesting to see the way their preferences change over the semester. One source I point them to is found at https://spencerauthor.com/metacognition/ and I created an Excel action tracking worksheet for them to be able to assess and track the MOIs. These are the suggested tracking categories.

  • What I am assessing

  • What are the strengths?

  • What are the weaknesses?

  • My planned approach to take

  • Strategies I am going to take

  • My reflection notes

REFERENCES

Asif, Muhammad, Thomas, George, Awan, Muhammad Usman, & Muhammad Din, Asfa. (2021). Enhancing student engagement through heterogeneous pedagogical approaches: action research in a university level course in Saudi Arabia. International Journal of Educational Management, 35(1), 1–28. https://doi.org/10.1108/IJEM-10-2019-0375

Cho, Young Sik, & Linderman, Kevin. (2019). Metacognition-based process improvement practices. International Journal of Production Economics, 211, 132–144. https://doi.org/10.1016/j.ijpe.2019.01.030

Hadad, Shahrazad, Dinu, Mihai, Bumbac, Robert, Iorgulescu, Maria-Cristina, & Cantaragiu, Ramona. (2020). Source of Knowledge Dynamics—Transition from High School to University. Entropy (Basel, Switzerland), 22(9), 918. https://doi.org/10.3390/e22090918

Hardy, Jay H, Day, Eric Anthony, & Steele, Logan M. (2019). Interrelationships Among Self-Regulated Learning Processes: Toward a Dynamic Process-Based Model of Self-Regulated Learning. Journal of Management, 45(8), 3146–3177. https://doi.org/10.1177/0149206318780440

Lagrosen, Yvonne, & Lagrosen, Stefan. (2020). Organizational learning in consciousness-based education schools: a multiple-case study. International Journal of Educational Management, 34(5), 849–867. https://doi.org/10.1108/IJEM-01-2019-0009

Matsuo, Makoto, Arai, Kohei, & Matsuo, Takami. (2020). Effects of managerial coaching on critical reflection: mediating role of learning goal orientation. The Journal of Workplace Learning, 32(3), 217–228. https://doi.org/10.1108/JWL-06-2019-0086

Perusso, Ané, van der Sijde, Peter, Leal, Rafael, & Blankesteijn, Marlous. (2021). The effectiveness and impact of action learning on business graduates’ professional practice. Journal of Management Education, 45(2), 177–205. https://doi.org/10.1177/1052562920940374

Sanyal, Chandana, & Rigg, Clare. (2021). Integrating Mindfulness Into Leadership Development. Journal of Management Education, 45(2), 243–264. https://doi.org/10.1177/1052562920934040