From Reflective Practice to Critical Thinking

2020 ◽  
pp. 189-211
Author(s):  
Eva Cendon
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Longitudinal Study ◽  
Reflective Practice ◽  
Developmental Model ◽  
Reflective Practitioner ◽  
Master's Programs ◽  
Empirical Basis ◽  
Professional Studies

This chapter explores the role of reflection and the development of reflexivity in programs of professional studies in higher education. Serving as empirical basis is a qualitative explorative longitudinal study with students in different master's programs at a University for Professional Studies, considering the students' perspective and their changing understanding and practice of reflection both at the workplace and in their studies. The students' perspective is complemented by an analysis of interviews with teachers in professional master's programs about their teaching strategies supporting students' learning. Linking these two perspectives leads to a developmental model of reflection over the course of studies that allows new ways of interpreting the reflective practitioner in higher education.

scholarly journals PROMOTING LIBERAL EDUCATION THROUGH THE LONGITUDINAL STUDY OF CRITICAL THINKING: A RATIONALE AND PLAN

2021 ◽  
pp. 125-144
Author(s):  
Henry Braun ◽  
Katrina Borowiec
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Longitudinal Study ◽  
Liberal Education ◽  
Initial Study ◽  
Advantages And Disadvantages ◽  
Professional Success ◽  
Rigorous Research ◽  
Technical Issues ◽  
Missed Opportunity

In recent years, U.S. higher education has received much criticism for inadequately preparing students for the ‘real world.’ There is substantial empirical evidence (e.g., Arum & Roksa, 2011) that many students graduate with limited proficiency in key 21st century skills such as critical thinking (CT). Despite its importance in achieving personal advancement and professional success, there has been surprisingly little rigorous research on the development of CT during the undergraduate years. We believe this is a missed opportunity for higher education to better understand the various trajectories of CT development and to generate credible evidence to inform policies, programs, and practices – while also strengthening its standing among its various stakeholders. We argue that, despite a number of challenges, it is feasible to design and implement a comprehensive, longitudinal study of the development of CT (and related constructs). Although CT is an important learning objective at all colleges, it has special resonance for schools and programs that aim to provide a liberal education. For various reasons we propose that the initial study be conducted within a particular subset of such institutions; namely, a sample of American Jesuit colleges and universities. We discuss a number of technical issues germane to such a study, as well as the advantages and disadvantages of our preferred choice of an institutional sample.

Reflective Teaching and Technology Integration in Management Education

2020 ◽  
pp. 153-169
Author(s):  
Neeta Baporikar
Keyword(s):  
Critical Thinking ◽  
Technology Integration ◽  
Reflective Practice ◽  
Learning Style ◽  
Management Education ◽  
Life Experiences ◽  
Thinking Skills ◽  
Management Competencies ◽  
Assessment Skills

Reflective practice supports critical thinking and assessment skills through analyzing one's own life experiences, and the role of reflection in learning is well reckoned. Reflective practice, the habit of looking back and analyzing one's own life experiences, is a process that supports learning and develops critical thinking skills. The role of reflection in learning has been recognized for decades and the reflective observation learning style may provide an important means of deepening student understanding and engagement especially with better technology integration. Many management educators recommend reflective practice for managerial and professional development as learning to reflect is a key element in mastering the important management skill of self-awareness and developing management competencies. Adopting a mixed method qualitative approach, the aim of this chapter is to delve on the current scenario of the reflective practices and technology integration in management education.

On Strengthening the Socratic Strain in Higher Education

1986 ◽  
Vol 30 (3) ◽  
pp. 241-255 ◽  
Author(s):  
John J. Furedy ◽  
Christine Furedy
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Approaches To Teaching ◽  
Critical Attitude

A questioning, critical attitude—the Socratic strain—is accepted as essential in higher education, but it has been subject to little effective examination. This paper begins by considering the role of Socrates in the distinction between higher education and indoctrinational or merely instructional education. The place of critical thinking in the modern university is discussed, followed by a consideration of some specific approaches to teaching that may promote critical thinking. Finally, there is an outline of some ideas for research on the Socratic strain in higher education.

scholarly journals The Role of Critical Thinking in Helping Students Cope with Problems

2020 ◽  
Vol 1 (2) ◽  
pp. 198-217
Author(s):  
Violla Makhzoum ◽  
Lama Komayha
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Private Universities ◽  
Education Programs ◽  
Problem Solving Skills ◽  
American System ◽  
The Difference ◽  
The University

Purpose: This research study aims to address the role of higher education programs in developing students’ critical thinking and problem-solving skills, emphasizing on the importance of the university professors’ role in nurturing these skills through the means they use in the classroom. The research also aims to highlight the difference in developing these skills among students between universities that follow the Francophone system and universities that follow the American system. Approach/Methodology/Design: To achieve the goal of this research, a descriptive approach was adopted to test the validity of the research hypotheses which are based on correlations between research variables related to higher education programs and the skill of critical thinking. A questionnaire was employed to collect data from the sample, which consisted of four private universities, divided into two groups which are two private universities that follow the American system, and two private universities that follow the Francophone system. The sample consisted of 120 students from universities that follow the American system, and 132 students from universities that follow the Francophone system. The students were selected from the Faculty of Economics and Business Administration. Findings: It was found out that there are statistically significant differences between the students’ answers regarding the extent of their ability to possess the skills of critical thinking and problem-solving in concerning to the universities in which they study, and we have also found that there are statistically significant differences in the student’s acquisition of these skills between the programs of Francophone and American universities according to their demographic characteristics and majors. Practical Implications: The study will be of great use for concerned authorities, emphasizing on critical thinking and problem-solving skills. Originality/value: The findings revealed a significant correlation between university programs and critical thinking and problem solving skills.

scholarly journals The Role of Library for the Semester System: A Case of Prithvi Narayan Campus

2019 ◽  
Vol 2 ◽  
pp. 68-79
Author(s):  
Uma Nath Baral
Keyword(s):  
Higher Education ◽  
Quality Education ◽  
Survey Method ◽  
Full Time ◽  
Master's Programs ◽  
System A ◽  
Higher Institution ◽  
Academic Calendar ◽  
Quality In Education

As part of reform of its higher education, Tribhuvan University (TU) has recently introduced the semester system for assuring quality education in its master’s programs. As a constituent campus of TU, Prithvi Narayan Campus has started the semester system from the academic session 2018 for its master levels' programs. To successfully instigate the semester system, the institution has to meet certain requirements such as it should have full-time and energetic students, dedicated and innovative teachers, good administration, proper curricula, a resourceful library, a learning environment, and a prompt academic calendar. Among these requirements, the library is vital to enhance the knowledge of the students and significantly maintains quality in education. The role of the library is necessarily dependent upon the educational objectives of the higher institution. Therefore, the main objective of this study is to find out students’ perceptions towards the role of the library for the effective functioning of the semester system. A questionnaire survey method was adopted to collect data for the study. In addition, informal conversations with some students, faculties, and the librarian were also conducted in order to get required information to meet the objective of the study.

Bridging Theory and Practice

2016 ◽  
pp. 304-324 ◽  
Author(s):  
Eva Cendon
Keyword(s):  
Higher Education ◽  
Ways Of Knowing ◽  
Reflective Learning ◽  
Theory And Practice ◽  
Master's Programs ◽  
The Social ◽  
Reflective Practitioners ◽  
Development Of Students ◽  
Point Of Reference ◽  
Professional Studies

This chapter focuses on reflective learning in higher education as central point of reference in answering to the social demands and the ongoing changes in modern societies. Empirical basis is a two and a half year study with a group of students in different master's programs at a University for Professional Studies and interviews with teachers who are teaching in master's programs of professional studies. The chapter presents a concept of reflective learning that values the students' practice and expertise as professionals and provides ways to further develop and transform this practice into new contexts. Hence, the productive linkage between academic ways of knowing and professional ways of knowing and the development of students as reflective practitioners are central elements.

scholarly journals A song and a dance: Being inclusive and creative in practicing and documenting reflection for learning

2016 ◽  
Vol 13 (2) ◽  
pp. 28-45 ◽  
Author(s):  
Marina Harvey ◽  
◽  
Greg Walkerden ◽  
Anne-Louise Semple ◽  
Kath McLachlan ◽  
...  
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Universal Design ◽  
Student Body ◽  
Diverse Learning ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Conceptual Paper ◽  
Work Integrated Learning

As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to better prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work-Integrated Learning field for the ways it helps students make sense of their learning. The ongoing reliance on journals for practising and documenting reflection has several benefits; however, a diverse student body, engaging with diverse learning experiences, is likely to benefit from being offered diverse, flexible ways of engaging with reflective practice. Informed by student and practitioner reflective data gathered at an Australian university, this conceptual paper accepts the challenge to “disrupt” (deFreitas 2007) the text and “move beyond the diary” (Harvey et al. 2012) to present an argument for the value and role of alternative modes of reflection, spanning arts-based, embodied, mindful and technological approaches. Underpinning this advocacy of diverse mediums for reflection are the principles of inclusivity and universal design.

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