Abstract
The purpose of this paper is to present an educational approach to elevating problem-solving and numeracy competencies of business undergraduates to meet workplace demand. The approach is grounded in the theory of constraints following the Decoding the Discipline model. The authors investigated a cognitive bottleneck involving problem modeling and an affective bottleneck concerning low self-efficacy of numeracy and designed specific interventions to address both bottlenecks simultaneously. The authors implemented the proposed approach in an introductory level analytics course in business operations.
Bibliographic data
Lee-Post, Anita. “Developing numeracy and problem-solving skills by overcoming learning bottlenecks.” Journal of Applied Research in Higher Education 11.3 (2019): 398-414.
External source
https://www.emerald.com/insight/content/doi/10.1108/jarhe-03-2018-0049/full/html
