The Impact of Quantum-Thinking Pedagogy on Strategic Decision-Making Skills in Management Students: A Longitudinal Mixed-Methods Study

Chandrakant Harti; Suvarna Vijayakumar Nimbagal; Prasanna Kallimath

The Impact of Quantum-Thinking Pedagogy on Strategic Decision-Making Skills in Management Students: A Longitudinal Mixed-Methods Study

Author(s)	Prof. Chandrakant Harti, Dr. Suvarna Vijayakumar Nimbagal, Prof. Prasanna Kallimath
Country	India
Abstract	In an era defined by volatility, uncertainty, complexity, and ambiguity (VUCA), traditional linear pedagogical approaches in management education are demonstrably insufficient for preparing graduates to navigate complex strategic environments. This longitudinal mixed-methods study examines the impact of quantum-thinking pedagogy on the development of strategic decision-making skills among undergraduate management students over three consecutive academic semesters (18 months). Grounded in complexity theory and cognitive flexibility frameworks, quantum-thinking pedagogy operationalises principles of superposition (multiple-perspective analysis), entanglement (systemic interdependence), and the uncertainty principle (probabilistic reasoning) within structured classroom interventions. A total of 180 Bachelor of Business Administration (BBA) students were randomly assigned to experimental (n = 90) and control (n = 90) groups. Quantitative instruments included the Strategic Decision-Making Assessment Scale (SDMAS), supplemented by qualitative data from reflective journals, case-based simulation rubrics, and faculty evaluation matrices. Mixed-method analysis comprising paired t-tests, repeated-measures ANOVA, regression modelling, and thematic coding revealed that experimental-group students significantly outperformed control-group peers on all SDMAS sub-dimensions (p < 0.001), with a cumulative improvement differential of 28 percentage points by Semester 3. Qualitative thematic analysis identified five overarching themes: adaptive cognition, ambiguity tolerance, reflective practice, systemic thinking, and collaborative sensemaking. Findings carry substantive implications for curriculum reform in higher business education and align with India's National Education Policy (NEP) 2020 experiential learning mandates. The study contributes a novel empirically validated pedagogical framework to the management education literature.
Keywords	Quantum-Thinking Pedagogy; Strategic Decision-Making; Management Education; Cognitive Flexibility; Longitudinal Study; Complexity Theory; Mixed-Methods; VUCA; Higher Education; India
Field	Business Administration
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-06

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The Impact of Quantum-Thinking Pedagogy on Strategic Decision-Making Skills in Management Students: A Longitudinal Mixed-Methods Study

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