Chapter 20: Integrating Intuition in Higher Education: A Perspective from Business Management
20 Integrating intuition into higher education: a perspective from business management Lisa A. Burke and Eugene Sadler-Smith The role of intuition pervades various professional domains (e.g., healthcare/nursing, finance) and areas of practice (e.g., strategic leadership, management, creativity). Not surprisingly then, intuition has been studied across multiple fields in higher education including physics, math, science, entrepreneurship, business management, journalism, nursing, education, and leadership (see Abbott & Slattery, 1990; Beck, 1998; Burke & SadlerSmith, 2006; Faiver et al., 2000; Maycock, 1988; Sherin, 2006). Over the last several years, the case for incorporating intuitive approaches in business management education has grown, due largely to the recognition in business that intuition has a role to play in certain decision-making scenarios, especially in undefined, people-related, and/or time-pressured situations. Given the clarion call for increasing student awareness of intuitive approaches in higher education, we examine how intuition can be inculcated at the student level. Specifically, we discuss increasing students’ awareness of intuitive approaches to decision making and summarize various methods for enhancing students’ intuitive capacity in business education. For purposes of this chapter, intuition is defined as an affectively charged judgment that arises through rapid, non-conscious and holistic associations (Dane & Pratt, 2007: 40). STUDENT INTUITION AND HIGHER EDUCATION Across disciplines in higher education, instructors are concerned with developing students’ decision-making skills – is my patient likely to turn worse or better? What factors may be causing the problems with our scientific lab experiment? What type of analogy will my readers really connect to? Decision making is clearly a critical...
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