Critical thinking is important for higher education yet challenging to teach. Despite much research and conceptual analysis, the practice of teaching remains both difficult and contested. Studies often draw on the experiences of teachers, or research by teachers on student experiences. Here, we argue that student voice in critical thinking…

Teachers' conceptions of teaching play a key role in the pedagogical practices they apply in their teaching. Previous studies of conceptions of teaching generic skills have been mainly qualitative with small samples, and thus there is a need for a more extensive quantitative study. This study investigates the associations between higher education…

While critical thinking is widely regarded as a key outcome of higher education, research has shown that in practice it is only developed when certain conditions are in place, relating to the pedagogical approach, the nature of the curriculum and the level of challenge, amongst other factors. This article reports on findings from a four-year mixed…

This essay challenges conventional understandings of how research methods courses are taught in the social sciences and the humanities. Currently, students in American Universities are trained in techniques on how to conduct and disseminate research. While these skills are essential, we argue that, as educators, we need to teach students to…

Graduates' employment outcomes remain a critical factor for all stakeholders in the sector. Positive graduate outcomes enhance students' aspirations for a university, accountability to the government for funding, and as a proxy for university quality and curriculum relevance. However, with high unemployment rate, graduates feel unprepared for the…

With China's rising role in the global economic market, both local and international employers seek graduates with well-developed communication skills in at least one additional language to complement their specific knowledge and abilities. University graduates are taught English for Specific Purposes (ESP) within their particular disciplines.…

This paper documents the ongoing development of a framework for reflection for undergraduate learners new to the reflective process. Motivated by the gap between students' abilities and experience of reflection and the expectations of them at undergraduate level, the author experimented with a variety of approaches over a number of years. After…

In this paper, I advocate for enhancing critical thinking skill development in undergraduate education by taking advantage of the increased experiential maturity of today's students. I argue that many undergraduates are in fact "adults", by virtue of their age or experiential maturity, and they should be educated as such. Undergraduates who have…

Reviews the origins and development of the case method in business education, asserting that it embodies two distinct pedagogical traditions, one vocationally skill-based and the other emphasizing conceptual development and critical thinking. Reviews use of the case method at six British business schools, including the potential frustration in…