Using scaffolding to promote sport management graduates' critical thinking

Abstract

Graduates require a capacity to critically think and analyse to successfully assimilate within the workforce. This study uses scaffolding as a framework to improve graduate critical thinking (CT) skills. Graduate students (N = 27) in the Master of Business, at an Australian University, majoring in sport management participated in this study. The study involved (1) the use of Beyer' 10-item scale to measure student perceptions of their CT skill improvement and (2) a rubric based on Bloom's taxonomy to measure teacher evaluations of CT skill development. Scaffolding was used as a method to design progressive assessment items to allow CT skills to develop. Building on sequential assignments, the results show that students' capacity to explain and analyse issues substantially improves. However, the highest levels of CT are challenging to develop. The paper discusses implications from using scaffolding and recommends strategies for further enhancing CT skills in sport management curricula.