| dc.description.abstract | Critical thinking (CT) is recognized as the foundation of Western university education and a required outcome of higher education (Atkinson, 1997; Barnett, 1997; Davies & Barnett, 2015; Higgins, 2014). Research on theoretical aspects of CT across disciplines has fostered their advancement (Paul, 2007). The literature also includes teachers’ perceptions of CT in higher education (Cassum et al., 2013; Choy & Chea, 2009) and teaching strategies for CT development (Elander et al., 2006; Ikuenobe, 2001). However, there is a paucity of research on students’ understanding and little evidence of CT in their work, specifically in academic writing assignments.
Working within the interpretive paradigm, this phenomenological case study has attempted to fill the identified research gap. Rich data were obtained via multiple methods, using tools designed specifically for this study. Firstly, institutional documents, including Student Learning Outcomes (SLOs) for undergraduates from the National Qualifications Framework (NQF) and for specific courses were analyzed to check the provision for developing students’ CT. Next, a CT model was designed to find evidence of CT in three undergraduate students’ academic writing (SAW) on courses in English Language, Business Studies, and Psychology. Semi-structured interviews were conducted with these same students, as well as with six faculty members teaching the selected courses, in order to gain insights into their understanding of CT in general and specifically, in academic writing.
The results indicate that although students’ understanding of CT is vague and concepts of CT unclear; examples of CT were found in the selected SAW samples. However, despite the SLOs including CT skills and competencies, these were insufficiently visible in students’ work. Moreover, the teachers were aware of CT and its importance in higher education, but had limited opportunities to encourage its development.
This study has significant implications; the text analysis suggests changes in teaching strategies, emphasizing CT through a developmental approach. It is also recommended to allocate resources and trained staff who can build self-efficacy among students, and teach writing with an integrative approach. This would engage students in generating new ideas with their CT skills. The study also has implications for specific teacher training, with an emphasis on CT in SAW within disciplines. Areas for further research are also suggested. | en_GB |
