Growth Mindset: Attitudes and Practices at CamEd Business School

Abstract

The purpose of this paper is to assess the growth mindsets of students at CamEd business school. It also assesses classroom practices that either foster or hinder growth mindset and authentic learning, and assesses the mindset of CamEd as organization itself. The assessments were conducted through comprehensive surveys made available to students, lecturers and staff. The findings showed the mindsets of the students to be mixed, with a leaning towards a fixed mindset. Overall, lecturers reported practices that foster a growth mindset in their classrooms, including setting high expectation and providing additional support to reach these aims. As an organization CamEd practices healthy and open discussion between lecturers and leadership. Some of the areas of improvement for classroom teachers were to more intentionally create an atmosphere where it is safe to make mistakes as part of the learning process and provide process praise rather than person and praise. Both of these recommendations are discussed thoroughly. It was also recommended to directly teach the science behind the concept of growth mindset to students. The final recommendation is to improve proactive collaboration among staff at CamEd.

Keywords: Growth mindset