Student Dogmatism in Business Administration: Concern for Open Mindedness in Decision Making, Course Success and Satisfaction

Abstract

A two-part study was completed. In part one, an introduction to business course was structured to enhance the open-mindedness of 86 college students. In part two, effects of dogmatic thinking with 57 business administration majors enrolled in a business policy course were analysed with respect to course success, and satisfaction with course structure and instructor directiveness. Results indicated that open-minded thinking can be fostered in a business course environment. Additionally, while it appeared that participation in a general business curriculum creates a climate tending toward more open-mindedness, effects of dogmatism hampers overall academic success. Implications for open-mindedness and decision making in the business environment are discussed.