Critical thinking in a first year management unit: Examining the relationship between disciplinary learning, academic literacy and learning progression

Hammer, Sara Jeanne and Green, Wendy (2011) Critical thinking in a first year management unit: Examining the relationship between disciplinary learning, academic literacy and learning progression. Higher Education Research and Development, 30 3: 303-315. doi:10.1080/07294360.2010.501075


Author Hammer, Sara Jeanne
Green, Wendy
Title Critical thinking in a first year management unit: Examining the relationship between disciplinary learning, academic literacy and learning progression
Journal name Higher Education Research and Development   Check publisher's open access policy
ISSN 0729-4360
1469-8366
Publication date 2011-06
Sub-type Article (original research)
DOI 10.1080/07294360.2010.501075
Volume 30
Issue 3
Start page 303
End page 315
Total pages 13
Place of publication West Sussex, United Kingdom
Publisher John Wiley & Sons
Collection year 2012
Language eng
Abstract While there appears to be broad acceptance that university graduates must have the capacity to think critically in an increasingly complex, information‐rich world, there remains a gap between aspiration and teaching practice in many faculties. We examine this issue through our experience of designing assessment to develop critical thinking in a first year management unit. This case highlighted three important pedagogical considerations. First, there is the need to articulate a conceptualisation of critical thinking that is both discipline‐ and unit‐specific. Second, there is a need to consider the crucial link between critical thinking and academic literacy. Third, there is a need to consider the relationship between the capacity for critical thinking, student learning progression and the development of disciplinary knowledge. These factors will all assist higher education teachers in meeting the challenge of designing developmentally appropriate assessment of critical thinking at each year level.
Keyword Academic literacy
Critical thinking
Graduate attributes and skills
Taxonomies
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Special Issue: Critical Thinking in Higher Education

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
Institute for Teaching and Learning Innovation Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 5 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 13 times in Scopus Article | Citations
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Created: Mon, 26 Sep 2011, 09:24:29 EST by Dr Wendy Green on behalf of Teaching & Educational Development Institute